MULTICULTURAL SETTING-BASED TEACHING...
Transcript of MULTICULTURAL SETTING-BASED TEACHING...
MULTICULTURAL SETTING-BASED TEACHING SPEAKING
(A Case Study Conducted at eleventh grade of Attaqwa Borading School)
THESIS
By
Husnul Khotimah
21140140000015
GRADUATE PROGRAM OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
2018 M/ 1439 H
MULTICULTURAL SETTING-BASED TEACHING SPEAKING
(A Case Study Conducted at eleventh grade of Attaqwa Borading School)
THESIS
Completed as a partial requirement for a completion of Master’s Degree
at Graduate Program of English Education
Faculty of Educational Sciences
Syarif Hidayatullah State Islamic University Jakarta
By
Husnul Khotimah
21140140000015
GRADUATE PROGRAM OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
2018 M/ 1439 H
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ABSTRACT
Husnul Khotimah. Multicultural Setting-Based Teaching Speaking (A Case
Study Conducted Elevent Grade of Attaqwa Boarding School), 2018.
This study was aimed to describe the teaching speaking based on
multicultural setting at eleventh grade of Attaqwa boarding school. The focus of
this study is concerned in describing about teaching speaking based on
multicultural setting and sub-focus is describing teaching and learning process, the
students learn speaking, the teacher teach speaking and assess the students speaking
based on multicultural setting. This study was conducted under a qualitative case
study method which involves observing and describing the behavior of the study
without influencing the object of the study. The data were collected through
observation, interview and documentation. In analyzing the data, the writer applied
three steps, namely reduction of the data, data display and conclusion for
verification of the data. From the data, it was found that the teacher managed the
learning process in the classroom based on the lesson plan.
Keywords: Multicultural, Teaching Speaking, Boarding school
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ABSTRAK
Husnul Khotimah. Pengajaran Berbicara Berbasis Multikultural (Penelitian
Kualitatif Studi Kasus di Kelas Sebelas Pondok Pesantren Attaqwa), 2018.
Penelitian ini bertujuan untuk mendeskripsikan pengajaran speaking
berdasarkan multikultural setting untuk kelas sebelas di pondok pesantren Attaqwa.
Fokus dari penelitian ini berkaitan dengan mendeskripsikan tentang mengajar
berbicara berdasarkan multikultural setting dan sub-fokus menggambarkan proses
belajar mengajar, siswa belajar berbicara, guru mengajar berbicara dan menilai
siswa berbicara berdasarkan multikultural setting. Penelitian ini dilakukan di
bawah pendekatan studi kasus kualitatif yang melibatkan pengamatan dan
penggambaran perilaku penelitian tanpa mempengaruhi objek penelitian. Data
dikumpulkan melalui observasi, wawancara dan dokumentasi. Dalam menganalisis
data, penulis menerapkan tiga langkah, yaitu reduksi data, tampilan data dan
kesimpulan untuk verifikasi data. Dari data, ditemukan bahwa guru mengelola
proses pembelajaran di kelas berdasarkan rencana pelajaran.
Kata Kunci: Multikultural, Pengajaran Speaking, Pesantren
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البحث صخلم
فىٌ المذارس اإلسالمَة ث القائم علي التعذدٍة الثقافَة التعلَم الحذٍحسن الخاتمة.
الذاخلَةالذاخلَة. نوعَة فٌ الصف للحادً عشر مذرسة التقوى اإلسالمَة
8102
تهدف هذِ اندراصت إنى وصف تدرٌش انًحبدحت ػهى أصبس إػداداث يتؼددة انخقبفبث
نهصف انحبدي ػشز فً يدرصت انؼتقىة انداخهٍت. وٌزكز هذا انبحج ٌتؼهق وصف
خطبة انتدرٌش انقبئًت إػداداث يتؼددة انخقبفبث وٌصف انتزكٍز دوٌ ػًهٍت انتؼهى،
وانًؼهًٍٍ تدرٌش وتقٍٍى انُبطقت انطالة ٌتكهًىٌ يٍ بٍئت يتؼددة وانطالة تؼهى انكالو،
انخقبفبث. تى إجزاء هذا انبحج فً إطبر يُهج دراصت حبنت َىػً ٌشًم يزاقبت ووصف
صهىك انبحج دوٌ انتأحٍز ػهى يىضىع اندراصت. تى جًغ انبٍبَبث يٍ خالل انًالحظت
، وهً حالث خطىاثانًؤنفىٌ بتطبٍق ، ٌقىو هت وانتىحٍق. ػُد تحهٍم انبٍبَبثوانًقبب
، وجد أٌ نهتحقق يٍ انبٍبَبث. يٍ انبٍبَبثتقهٍم انبٍبَبث وػزض انبٍبَبث واالصتُتبجبث
انًؼهًٍٍ ٌدٌزوٌ ػًهٍت انتؼهى فً انفصم اندراصً بُبًء ػهى خطط اندروس.
كهًبث انبحج: انتؼدد انخقبفً، تدرٌش انحدٌج، انًدارس اإلصاليٍت انداخهٍت
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ACKNOWLEDGEMENT
First of all, praise to Allah my beloved God who always blesses me, loves
me and helps me in all my activities especially in completing this thesis project
entitled “Multicultural Setting-Based Teaching Speaking (A Case Study Conducted
Eleventh Grade of Attaqwa Boarding School). Peace and salutation be upon to the
prophet Muhammad SAW, his family, his companion and his adherence. This
thesis is submitted as the final requirement in accomplishing the degree of M.Pd.,
at Master Program of English Education Faculty of Educational Sciences, Syarif
Hidayatullah State Islamic University Jakarta.
In arranging this thesis, a lot of people have provided motivation, advice,
and support for the writer. In this valuable chance the writer intended to express
gratitude for this work would not have been possible without the support and help
of many dedicated people.
She would like to express her deep and sincere gratitude to her supervisor
Mr. Dr. Alek, M.Pd who give her opportunity in finishing this thesis. His vision,
taught, empathy, and guidance helped much in doing her research project. Special
thanks to all lecturers in the previous class who shared and gave much knowledge.
And also for the examiners Dr. Fahriany,M.Pd and Dr. Ratna Sari Dewi, M.Pd.,
whose suggestions and critical remarks have enable the writer to refine this thesis.
She expresses her special thanks to her classmates who support and give her
so much fun in learning. From the deep heart, She isextremely thanks to her lovely
husband, Hermansyah, S.Pd for his support and praying, her late dad, mother,
sisters and brother.
Finally, there is no perfect words and thought in every step. As well as this
thesis has many mistakes and still imperfect. She is as the author expects so much
the constructive criticism and suggestions for all parties for the sake of better work
in the future. Thank you.
Ciputat, Juli 2018
Husnul Khotimah
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TABLE OF CONTENTS
Cover Page ……..……. .......................................................................................... i
Title Page ….………… ............................................................................ .. ........... ii
Statement of Originality ........................................................................... ............. iii
Approval by Thesis Supervisors . ............................................................. ............. iv
Approval by Examiners .......................................................................... ............. v
Abstract ……….............. .......................................................................... ............. vi
Acknowledgement ….. ............................................................................. ............. ix
Table Of Contents…… ............................................................................. ............. x
List of Tables …..…………………………………………….............................. xi
List of Appendices ……….. ..................................................................... ............. xii
CHAPTER I. INTRODUCTION ........................................................... ............. 1
A. Background of the Study ........................................................... ............. 1
B. Focus and Sub-focus of the Research ......................................... ............. 5
C. Research Question ..................................................................... ............. 5
D. The Objectives of Research ....................................................... ............. 5
E. The Significance of the Study .................................................... ............. 6
CHAPTER II. THEORETICAL FRAMEWORK .............................. ............. 7
A. A Brief of Madrasah Aliyah, Pondok Pesantren Attaqwa .......... ............. 7
B. The Nature of Culture ................................................................. ............. 9
C. The Nature of Multiculture ......................................................... ............. 13
D. The Purpose of Multiculture ..................................................... ............. 17
E. Multicultural Setting-Based Teaching Speaking ....................... ............. 17
F. Teaching Speaking ...................................................................... ............. 21
1. The Nature of Speaking ....................................................... ............. 21
2. The Elements of Speaking ................................................... ............. 22
3. The Function of Speaking .................................................... ............. 24
4. Teaching Speaking English ................................................. ............. 25
5. Principles for Designing Speaking Techniques .................. ............. 27
6. The Roles of The Teacher During Speaking Activities ....... ............. 29
7. Types of Classroom Speaking Performance ....................... ............. 30
8. Speaking Materials ............................................................. ............. 32
9. Types of Speaking Test ...................................................... ............. 33
G. Language Learning Strategy ...................................................... ............. 34
H. 2013 Curriculum ........................................................................ ............. 40
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I. Teaching English Practice in Senior High School ..................... ............. 49
J. Previous Related Studies ........................................................... ............. 50
CHAPTER III. RESEARCH METHODOLOGY .............................. ............. 52
A. Research Setting ......................................................................... ............. 52
B. Research Design ......................................................................... ............. 52
C. Participants .................................................................................. ............. 52
D. Research Instrument ................................................................... ............. 53
E. Data Collection Procedure .......................................................... ............. 53
1. Observation ... ............................................................................. ............. 53
2. Interview ..................................................................................... ............. 54
3. Documentation… ........................................................................ ............. 58
F. Data Analysis Procedures ........................................................... ............. 58
G. Trustworthiness ......................................................................... ............. 58
CHAPTER IV. RESEARCH FINDING AND DISCUSSION ........... ............. 60
A. Research Finding ........................................................................ ............. 60
1. How is the teaching and learning process in the class .......... ............. 60
2. How do the students learn speaking ...................................... ............. 63
3. How does the teacher teach speaking to the students ........... ............. 65
4. How does the teacher assess the students speaking performance ....... 70
B. Research Discussion ................................................................... ............. 72
1. Teaching and learning process based on multicultural setting for
students at eleventh grade ..................................................... ............. 72
2. Learning speaking based on multicultural setting for students at
eleventh grade ....................................................................... ............ 74
3. The teacher teaches speaking to the students based on
multicultural setting .............................................................. ............. 95
4. The assessment used by the teachers .. .................................. ............. 101
CHAPTER V. CONCLUSSION AND SUGGESTION ................... ............. 107
A. Conclusion …. ............................................................................ ............. 107
B. Suggestion … .............................................................................. ............. 108
REFERENCES ….... ............................................................................... ............. 109
APPENDICES ……. ............................................................................... ............. 110
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LIST OF TABLES
Table 3.1 Classroom Observation Outline ................................................ ............. 54
Table 3.2 Content Outline of Interview .................................................... ............. 55
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LIST OF APPENDICES
Appendix 1 Interview A ........................................................................... ............. 113
Appendix 2 Interview B ........................................................................... ............. 114
Appendix 3 Interview C ........................................................................... ............. 118
Appendix 4 Classroom Observation 1 ..................................................... ............. 120
Appendix 5 Classroom Observation 2 ..................................................... ............. 124
Appendix 6 Classroom Observation 3 ..................................................... ............. 126
Appendix 7 Classroom Observation 4 ..................................................... ............. 127
Appendix 8 Classroom Observation 5 ..................................................... ............. 129
Appendix 9 Photos … ............................................................................... ............. 130
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CHAPTER I
INTRODUCTION
A. Background of Study
Language belongs to its culture, because language is one part of culture
element. Therefore, the language learning is always accompanied by learning of the
culture from the speakers of that language. This is a very common thing and has
become a common understanding by those involved in the practice of learning
English. English teachers will generally say students will not be able to learn and
master English properly if they do not understand the context in which English is
used, in this case the cultural context of English speakers. According to Richards
and Renandya (2002, p. 12) said that “whenever you teach a language, you also
teach a complex system of cultural customs, values, and ways of thinking, feeling,
and acting”.
Among the multiple cultural, languages have important roles in intellectual,
emotional, and social of human life. The possession of language, perhaps more
than any other attribute, distinguishes humans from other animals. It is in
accordance, (Fromkin, 2007, p. 3) who states that a language, you know a
language, you know the sounds, the words, and the rules for their combination. It‟s
important to understand language because a language has systematic roles. Also,
human cannot learn comprehensively and understand object which has no
systematic roles, without human brains try optimize it.
Language as a communication means is necessary to be mastered in the era
of globalization it is need to master foreign language, especially English as
international language, is very urgent for Indonesia as a developing country to
communicate with other countries that use English language. Nowadays English
becomes essential language subject of school in Indonesia. Indonesia government
admits as the first foreign language that is taught to Indonesia students.
Meanwhile, (Chaer, 2003, p. 33) conducted that language is the human‟s
treasure which has a close relationship to all of the actions that have been done by
human. There are no activities that do not use language. This tight connection
between language and human make language changes. Language changes could be
happened in all linguistics sectors including the grammatical rules, word choices,
the pronunciation of word etc.
Accoarding to one of the theories in sociolinguistics which discusses about
the variation of language, every society or speech communities has their own way
of the language speaking. It happens because of the nature of language itself that
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has several characteristics, such as language is dynamic and varied. As
fromkin and Rodman (2007, p. 4) said, when you know a language, you can speak
and be understood by others who know that language. We all are humans because
we all know at least one language and it‟s difficult to describe how the social
activities, intellectuals are or arts occur without a language. This statement is true
by the nature since the language society usually consists of many kinds of people
which coming from different social status and different cultural background.
According to (Wardaugh, 2002, p. 46) stated that language is something
dynamic and used to speak is more varied. Concerning to this variation, there is one
term we have to know. It is called “Dialect”. Dialect means a kind of language
variation that used by certain groups of society in certain place or time. A variety is
a language which is usually the sound system as a communication by people; and
variety is also called a language that its represent by one of countries; for example,
if a child of French descent who is raised in Japan by Japanese – speaking
caregivers will speak Japanese rather French.
Therefore, this dialect symbolize their ethnic identity. From this fact, it is
clearly shows that language and the social changes is a unity. In contrast, the social
changes has also implicated to the language changes. As a consequence, language
is not only a utility to express the human‟s mind but also create and to decide the
social reality because language and its change revealed about the speaker condition.
This has been well recognized by those involved in learning practice in
school. One thing that must be the concern of teachers in foreign language learning
especially in English. Those students may derive from a cultural system different
from that of the native language speakers. In the context of learning English in our
country as Indonesia, this becomes a more complex reality and should be a serious
concern of the English teachers.
English teachers in Indonesia should consider the cultural diversity present
in the country. This is fact with the reality in this country where the culture around
the students is very diverse both in the form of local culture that they have or can
be said as their original culture and they also interact with other students who come
from or have local cultures may be different from their culture then when they learn
English they will also interact with foreign cultures originating from outside
Indonesia, which they must of course learn when they learn a foreign language.
Therefore, in order to connect and interact well with people from different cultures,
students need to be provided with adequate insight about the diversity of cultures
that surround them. Cultural diversity is not only happening at the world level but
also at the national level (Indonesia) because our country consists of different
cultures. The local culture of the region forms a national culture.
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In learning English, there are four skills we must sutdy. They are listening,
speaking, reading and writing. The four skills mentioned are divided into receptive
and productive skills. Speaking and writing are productive skills, while listening
and reading are receptive skills. Beside the four language skills above, reading is
one of great importance to students show their mother tounge is not English,
because they almost do not have opportunity to hear or to speak that language.
Human being as a social creature always communicate to one another. It
can be occured with the process of interchange of the thought or idea which include
interactions. For example, telling information or news, asking other helps for their
needs. All of them can be done through speaking to others directly. It means that
the activity of speaking itself has a very important role in human life. Speaking
may essential for learners because it becomes essential which people can see
directly that the learners of a language are succeed. The most effective way to learn
to speak a language is to fall in love with the language, or with speaker of the
language.
Speaking is a unique form of communication which is the basis or all
human relationship and the primary channel for the projection and development of
individual identity. Particularly in literate societies and cultures, its distinctive
characteristics are sometimes overlooked. First, more than the other language
skills, speech production is intimately tied up with questions relating to affect and
identity. How you sound, how well you are understood, and how you project
yourself in a range of discourse contexts are inextricably linked in ways that do not
hold.
People may judge that the successful of language learning is when the
learners can produce the language they are learning. In spite of its important role in
everyday activities, speaking has less attention in English language teaching
because they have lack vocabularies to show their competencies to speech by
others. This also happened in Attaqwa boarding school that most of the students are
not serious to learn English speakingbecause they faced many difficulties. The
obstacle come from both internal aspect of the students themselves and external
surrounding. The internal aspect could be students‟ vocabulary mastery. The
external factor can be limited supply of sources and the class which is not really
supportive to communicative. Those factors can probably make speaking based on
multicultural-setting more complex and complicated to practice.
The use of appropriate teaching materials are needed in the learning
process. Because the teaching materials is one component of the learning system
plays an important role in helping students achieve the standards and basic
competencies or learning objectives have been determined. Acquisition of teaching
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materials should not only come from one source only because by obtaining
teaching materials from a single source will not be able to maximize learning
outcomes. The effectiveness of the teaching materials used by teachers can be
influenced by the circumstances in the learning process.
One effort that can be done and would be effective to overcome and address
the cultural diversity faced by the students in order to keep the achievement of
educational goals to establish the next generation of reliable nation is to introduce
multicultural insight into the context of learning. This multicultural insight can be
inserted into formal schooling in some relevant subjects including English.
Therefore, English teaching materials in which there is a multicultural content is
required because its existence can be one tool help teachers in learning practices.
This is in line with the essence of the learning material which is one of the
important components of learning English. This knowledge and insight about the
value of multiculturalism itself is important to be possessed by teachers and
students as this contributes positively to the development of the nation in general.
With a good understanding of this multicultural, negative events caused by the lack
of understanding or because of the emergence of misunderstandings about cultures
that are different from the culture of learners are expected to be minimized and will
be born mature Indonesian humans in dealing with differences
In Attaqwa boarding school, the curriculum that uses is a school based
learning because this school has guidance by using 2013 revision curriculum. In
this curriculum the aim of English teaching in Indonesia especially teaching
English to Senior High School is to enable students to have the ability in
developing communicative competence in both oral and written form. In achieving
functional literacy level, to the awareness about the essence and the importance of
English in improving competition in global community and developing the
students‟ comprehension about the connection between language and culture. It can
be concluded that senior high school students are demanded to develop the
communicative competence both in spoken and written form in order to compete in
the globalization era.
Based on the existing problems and the need of in depth research on
figuring out the causes of the students‟ problem by exploring the culture shared in
the teaching of English skills, particularly speaking, for English foreign language
learners in boarding school, the writer is attempting to conduct a case study entitled
Multicultural setting based teaching speaking at the eleventh grade students of
Attaqwa boarding school Bekasi. Through this research, what was naturally
happening realted to the teaching and learning speaking and expected to be
understood more deeply, critically and comprehensively.
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B. Focus and Sub-focus of the Research
Due to the breadth of the culture shared in EFL instructional activities, it is
delivered through its focus and sub focuses.
The focus of the research is to describe the teaching of speaking based on
multicultural setting for the eleventh grade students of Attaqwa Boarding School.
The sub-focuses of research are classroom instructional activities, the teacher‟s
teaching strategies, the students learning strategies, the use of materials, and the
evaluation of speaking class based on multicultural setting in the eleventh grade
students of Attaqwa boarding school.
C. Research Questions
Based on the focus and sub-focus of the research, it can be posed of the
research question, the research question will be:
1. How is the teaching and learning process based on multicultural setting in the
class?
2. How do the students learn speaking based on multicultural setting?
3. How does the teacher teach speaking to the students based on multicultural
setting?
4. How does the teacher assess the students speaking based on multicultural
setting?
D. The Objective of the Research
Based on the problem above, the objectives of the research are as follow:
1. to know and describe clearly the process of teaching and learning activities in
speaking class based on multicultural setting
2. to know and describe clearly the students learn speaking based on multicultural
setting
3. to know and describe clearly the teacher teach speaking to the students based
on multicultural setting
4. to know and describe clearly the teacher assess the students‟ speaking
performance based on multicultural setting
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E. The Significance of the Study
By conducting this research, the researcher hopes that her research will give
valid information about the teaching English speaking both theoretically and
practically based multiple cultural. Specifically, the significances were expected to
go to:
- The students
Theoretically, the result of the research can be beneficial insight related
how to learn speaking properly. Practically, when finding something wrong
about the habit in learning English speaking, they can improve it so that
they can be a better EFL learner, especially in speaking.
- The teachers
Theoretically, the teachers can build a new theory based on the condition of
their speaking class. Moreover, they can practically function of the result of
the study as a new guidance to teach speaking better because through this
research, they know what is actually happening in their speaking class.
- The school
Theoretically, the result of the reserach can be a meaning and trusted data
about the process of teaching and learning speaking. Furtheremore,
practically, the school, through it policy makers, can establish some policies
for the better of instructional activities.
- Further researchers
The result of the present reserach was also beneficial as a reference of
multiple culture study which focused on exploring the culture existing in a
setting where language is taught. Thus, the researcher could use this
reference to add more information in conducting multiple culture study.
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CHAPTER II
THEORETICAL FRAMEWORK
This chapter discusses further about the theoretical framework underpinning
this investigation, as well as putting the position of this research among the similar
and based on the context of Multicultural Setting-Based Teaching Speaking.
A. A Brief of Madrasah Aliyah, Pondok Pesantren Attaqwa
Attaqwa boarding school in Ujung Harapan Bahagia Babelan Bekasi,
Attaqwa is one of 93 educational institutions managed by At-Taqwa Foundation
which has been established since 1956 under the name of the Foundation of Islamic
maintenance and polish construction abbreviated as the Islamic P3 Foundation.
There are some vissions on Attaqwa boarding school such as amaliyah
knowledge performs a scholarly charity with the foundation of Al-qur'an and
Sunnah rosul SAW formulated in short sentences, namely:
a. Ikhlas, Is the starting point of the activities of the Muslim beings to the mercy of
Allah SWT no sincere activities that are not in the base of Worship to Allah
SWT. Ikhlas is commanded by Allah SWT. In his word Qs.Al-baqarah: 139
which reads:
Meaning:
"Do you argue with us about Allah, when he is our Rabb and your Rabb:
to us our deeds, to your deeds to you and to him only sincerely.
The above verse gives the understanding that without sincerity then all the
charity is not accepted and in vain before Allah SWT. If the charity is charitable
as a body or body then sincere is his soul. So every sincere deed equals the
lifeless body, has no soul or the same as the corpse. Everyone does something
sincerely will appear in the nature of trust in his life
b. Dzikir, in the broad sense that all activities are to dhikr to God. prayer, fasting,
zakat, and pilgrimage are done to dhikr to Allah. Likewise, other activities are
always associated with remembering God. Do not miss the dhikr in the form of
prayer and recitation of Al-qur'an.
Dzikir is an activity that is commanded by Allah SWT which is contained in
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An-Nisa:103.
Meaning:
So when you have finished your prayer, remember Allah in standing,
sitting, and lying down. Then when you feel secure, then establish the prayer (as
usual).
As Muslims and mu'min must always remember in Allah with the dhikr, either
dzikir the obligatory or dhikr that sunnah, either individually or congregation,
such as prayer, fasting, ngaji, and wiridan like reading the Qur'an , takbir, tahlil,
tahmid, and tasbih
c. Thinking here illustrates that all the actions of Muslim are based on clear,
logical, and based thinking on science. For that he must develop the knowledge
necessary for the benefit of mankind. By thinking it will be born smart and
intelligent people, who are able to use his knowledge in the activities of his life
d. Charity, is the logical consequence of thinking. The thinking person will emerge
from the mouth of his flattering speech and the acknowledgment that God has
not created this world is not in vain. All that is in the God has benefits and
wisdom. Therefore he will do a variety of good deeds, a good attempt to
examine the utilization and wisdom of all created by Allah SWT.
There are some missions of Attaqwa Boarding School is shaping human
beings who are able to uphold the teachings of Islam in aspects of his life. Being
thinking and being able to accept and advise and not authoritarian and not inferior
and concrete form to form intelligent, correct, skillful and disciplined musical.
a. Intelligent
Have the intelligence to understand and accept Islam in a kaffah and have the
ability to explore knowledge with Ikhlas and true.
b. Correct
The meaning is to have the correct Aqidah do good Worship and have
Akhlakul Karimah.
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c. Skilled
A student who has the ability to prove generally in the midst of society and
have the ability to try.
d. Discipline
It has high discipline to manage time and life.
There are three purposes of Attaqwa boarding school such as 1). An
institution that aims to form human beings who are able to uphold the teachings of
Islam in aspects of life, people who think and form a smart person, true, skilled and
disciplined in accordance with Islamic teachings. 2). That in the framework of
efforts to achieve educational objectives at Attaqwa boarding school considered
necessary to realize the order of life with adequate order. 3). That the Pondok
Pesantren of At-Taqwa bekasi needs to be stipulated the rules of basic discipline of
the students as one of the guidance.
B. The Nature of Culture
Language is the principal means whereby we conduct our social lives.
When it is used in contexts of communication, it is bound up with culture in
multiple and complex ways. The words people utter refer to common experience.
They express facts, ideas or events that are communicable because they refer to a
stock of knowledge about the world that other people share. In this case, language
express cultural reality because the words are reflect their authors' attitudes and
beliefs, their point of view that are also those of others.
Sapir insists that language and culture are each independent and there is no
causal connection between the two. Culture is what society thinks and does and
language is how people think (2005, p. 218).
Language and culture are intricately intertwined. Anytime you successfully
learn a language you will also learn something of the culture of the speakers and
that language. One aspect of this principle focuses on the complex interconnection
of language and culture: Whenever you teach a language, you also teach a complex
system of cultural customs, values, and ways of thinking, feeling and acting.
Language embodies cultural reality which the society do not only express
experience; they also create experience through language. They give meaning to it
through the medium they choose to communicate with one another, for example,
speaking on the telephone or face to face. The way in which people use the spoken
that are understandable to the group they belong to. A speaker's tone voice,
conversational style, gesture and facial expressions.
10
Language is a system of sign that is seen as having itself a cultural value.
With language symbolize cultural reality, the speakers identify themselves and
others through their use of language; they view their language as a symbol of their
social identity. The prohibition of its use is often perceived by its speakers as a
rejection of their society and culture.
According to Brislin (2003, p. 4) states that culture consists of ideals,
values, and assumption about life that are widely shared amongst people and that
guide specific behaviors. Culture is not observable until people carry out their
culture by communicating and interacting with other people. Mc Laren (2002, p.
14) states that culture is a human phenomenon; it is the way we are, both physically
and mentally. It is both a state in which each of us exist and a process which
changes constantly according to the individual, the time and the place. The
combined state and process called culture affects us all as we respond to others, to
events and to the environment.
For this reason, individuals possess and represent culture in different ways
according to their personal experiences in the course of their lives. People learn
culture throughout their lives so it can be changed corresponding with each
person's experience. Culture can be represented slightly different from person to
person. However, in order for a certain way of life to be culture, it should be shared
by a large group of people in community.
Helman (2001, p. 2) states that culture is a set of guidelines both explicit
and implicit that individuals inherit as members of a particular society, and that tell
the how to view the world, how to experience it emotionally, and how to behave in
it in relation to other people, to supernatural forces or gods, and to the natural
environment. In short, culture is a way of life and worldview that is shared by
people in community. People learn the way of life, which includes beliefs, and
values accepted by community, through socializing within the community. These
beliefs and values are embedded in individual's behavior and perception of certain
events in the course of the lives. As people move through their lives, culture can be
changed corresponding with their experiences in life.
Samovar and Porter (2001, p. 51) defines that culture is not a unitary
concept so there is a need for many different definitions: we define culture as the
deposit of knowledge, experience, beliefs, values, attitudes, meanings, religion,
roles, concepts of the universe, and material objects and possessions acquired by a
group of people in the course of generations through individuals and group striving.
According to Lustig and Koester (2005, pp. 30 – 33)) that have five
approaches to define culture in order to facilitate better understanding of how
culture is pertinent to communicate:
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1. Culture is learned
Stephan and Stephan (2005, p. 117) support the idea by stating that "culture is
the sum of all learned behavior in a society. People are not born with cultural
differences but these are learned throughout their lives due to belonging of a
particular group. Hofstede (2001, p. 9) explains that culture is the collective
programming of the mind that distinguishes the members of one group or
category of people from another. This definition implies that people learn
culture through socialization from their childhood. People learn their behaviors
from others who are in the same group and internalize those learned behaviors to
turn them into a habit.
2. Culture is a set of shared interpretations
Barnett and Lee (2003, p. 261) explains that culture is a group's shared
collective meaning system through which the group's collective values,
attitudes, beliefs, customs, and thoughts are understood. This meaning system of
culture is invisible to people until it is expressed by visible tools. One of the
visible tools could be symbols which are shared by a group of people. Symbols
refer to verbal and nonverbal language.
3. Culture involves beliefs, values, and norms
Lustig and Koester (2001, p. 80) that a belief is an idea that people assume to be
true about the world. Values are the standpoints from us to differences between:
a. Evil and good
b. Dirty and clean
c. Dangerous and safe
d. Decent and indecent
e. Ugly and beautiful
f. Unnatural and natural
g. Abnormal and normal
h. Irrational and rational
i. Moral and immoral
Norms are guidelines for people to behave in a socially accepted and
excepted way. These are invisible cultural aspects that could be visible through
people's behavior. Beliefs, values, and norms may be learned through others who
are in the same group, especially through parents, teachers, peers, religious
institutions. Furthermore, people learn them through history, mass media, proverbs,
myths, folktales, art and legends.
4. Culture affects behavior
Intangible culture which includes beliefs, values, and norms could become
apparent through people's behavior. Beliefs, values and norms, which directly
12
affect our behavior, are the guidelines for people to behave in a socially
accepted way.
5. Culture involves large group of people
According to Jandt (2004, p. 7) defines this large group of people as a
community or population sufficiently large enough to be self-sustaining, that is,
large enough to produce new generations of members without relying on outside
people.
B.1. Characteristics of Culture
According to Damen (2007, p. 107), there are several notable characteristics
of culture that have been woven and rewoven into the definitions and the theories
upon which they are built.
1. Culture is learned. If it can be learned, it can also be taught or acquired
2. Cultures and cultural patterns change. It is more important to learn how to learn
a culture or adapt to these changes than to learn the 'facts' and 'truths' of the
moment
3. Culture is a universal fact of human life. There is no human group or society
without culture. Cultural patterns and themes are related to universal human
needs and life conditions.
4. Culture provide sets of unique and interrelated, selected blueprints for living and
accompanying sets of values and beliefs to support these blueprints. Strong
network of relationship and meaning link these blueprints and values systems.
These networks provide life support system for those who interact within them.
5. Language and culture are closely related and interactive. Culture is transmitted
in great part through language; cultural patterns in turn are reflected in language.
6. Culture functions as a filtering device between its bearers and the great range of
stimuli presented by the environment. This filtering device is both protective
and limiting. Intercultural communicators must traverse the boundaries of their
own filtering systems or screens and enter the systems of others.
Culture (relating to patterns of living) refers to the individual's role in the
unending kaleidoscope of life situations of every kind and the rules or models for
attitudes and conduct in them. By reference to these models, all human beings,
from infancy onward, justify the world to themselves as best they can, associate
with those around them, and relate to the social order to which they are attached…
what is important in culture … is what one is expected to think, believe, say, do,
eat, wear, pay, ensure, resent, honor, laugh at, fight for, and worship, in typical life
situations. (Brooks, 2000, pp. 218 – 221)
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According to (Rutherfood, 2000, p. 22) in Stuart Hall in Identity:
Community, Culture, Difference defines: "Cultural identity is not fixed essence at
all, lying unchanged outside history and culture. It is not some universal and
transcendental spirit inside us on which history has made no fundamental mark. It
is something which has histories – and histories have their real, material, and
symbolic effect. Cultural identities are also the points of identification or suture
which are made within the discourses of history and culture. In this case, cultural
identity can be defined as the way to identify something which is from the
historical and cultural background, where it has the real effect and symbol as
inheritance of the history and culture itself.
C. The Nature of Multiculture
The word culture has many different meanings. Culture is the characteristics
of a particular group of people, defined by everything from language, religion,
cuisine, social habits, music and arts. Culture is a human phenomenon, it is the way
we are, both physically and mentally. It is both a state in which each of us exists
and a process which changes constantly according to the individual, the time and
place. This combined stated and process called culture affects us all as we respond
to others, to events and to the environment.
According to Brown (2001, p. 165) describes the relations between
language and culture as follows: a language is a part of a culture and a culture is a
part of a language; the two are intricately interwoven so that one cannot separate
the two without losing the significance of either language or culture. Thus culture
finds its expressions in language so learning a new language without familiriaty
with its culture remains incomplete.
Teachers need have to awareness and sensitivity regarding issues of cultural
diversity between English and the local language as well as the national language,
bahasa Indonesia. Teachers need to consider the fact that their students come from
different cultural background, have different levels of proficiency, speak their own
first language, and also may have different social and economic background.
One of the best solutions to overcome this may be by improving the
teachers‟ interest in incorporating multicultural approaches into educational
settings. The multicultural education may be an alternative way of improving the
cultural awareness in the practice of English language teaching. According to
Sinagattulin (2003, p. 8) defines multicultural education as an idea starting that all
students, regardless of their gender, ethnicity, race, culture, social class, religion or
exceptionality, should have an equal opportunity to learn at school. He also states
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that one of the major goals of multicultural education is to help students acquire
attitudes, knowledge, and skills needed to successfully function.
This definition provides clear understanding on the main concept of
multicultural education that the need for multicultural education may not only
conventionally associated with societies containing ethnic, racial, and linguistic
diversity, but also with differences in ability, social class, gender religion, or
residence. In fact, this basic principles is in line with the notion of education as
well as the function of education mentioned in our Act on National Education
System. It is the diversity in term of culture that becoming the main consideration
within this intercultural education. Grant and Lei (2001, p. 10 – 11) three reasons
why culture matters in education. They mention that in the theoretical conceptions
of intercultural education, culture is mentioned as relevant at one or more of the
following different levels:
1. The cultural and social backgrounds of students, teachers, and parents should be
taken into account in order to understand their attitudes, actions, and learning
problems as well as personal and social needs.
2. The international and multicultural character of society as a consequence of
migration and other phenomena related to globalization should be included as
topics in order to change the cultural contents of the curricula.
3. The cultural contents of education should be revised altogether in the name of a
universalist idea of education, free from any form of ethnocentrism, so the
contents or include different perspective and educate for pluralism and
relativism.
Concerning the notion of culture within intercultural education, Grant and
Lei (2001, p. 13) suggest four main elements for an education respectful of
sociocultural and language diversity. Those are:
1. Subjective and objective support of the identity of socio-cultural and linguistic
minority students.
2. Constructing curriculum contents implying and reflecting the positive value of
the plurality of cultures and languages.
3. Building communicative, action oriented-skills.
4. Accepting socio-cultural diversity and the plurality of ideas as a challenge for
democracy.
Having a clear understanding on the definiton as well as the main concepts
of the multicultural perspective on education will not be much beneficial without
considering other individuals and institutions involved in the overall success of the
national education system. This perspective towards the practice of education
requires much improvement on the overall components of education, including the
15
curriculum, the educators, learners, and all aspects of education. This idea is in line
with one of the definitions of multicultural education mentioned by Banks and
Banks (2001, p. 21) that: Multicultural education is a field of study designed to
increase educational equity for all students that incorporates, for this purpose,
content, concepts, principles, theories, and paradigms from history, the social and
behavioral sciences, and particularly from ethnic studies and women studies.
The dimension of multicultural education, developed by Banks and Banks
described in the Handbook of Research on Multicultural Education, provide the
conceptual framework for the multicultural education involving variety of
dimensions. They are: content integration, the knowledge construction process,
prejudice reduction, an equality pedagogy, and an empowering school culture and
social structure. To implement multicultural education effectively, teachers must
attend to each of the five dimensions of multicultural education. They should use
content from diverse groups when teaching concepts and skills, help students to
understand how knowledge in the various disciplines is constructed, help students
to develop positive intergroup attitudes and behaviors, and modify their teaching
strategies so that students from different racial, cultural, language, and social-class
groups will experience equal educational opportunities.
The total environment and culture of the school must also be transformed so
that students from diverse groups will experience equal status in the culture and life
of the school. Although the five dimensions of multicultural education are highly
interrealted, each requires deliberate attention and focus. The national focus on
basic skills and testing is diverting attention the broad liberal education that
students need to live and function effectively in a multicultural nation and world. It
is essential that all students acquire basic literacy and numeracy skills. However, as
Mary Dilg stated, the students also need the knowledge, skills, and values that will
enable them to live, interact, and make decisions with fellow citizens from different
racial, ethnic, cultural, language, and religious group. The students also need to
acquire the knowledge and skills that will enable them to understand and to come
with their own ethnic and cultural identities.
In terms of the individuals directly in the teaching and learning process, the
multicultural education perspective also requires better quality of human resources
to conduct the teaching and learning process, namely the educators, particularly
language teachers (Sinagattulin, 2001, p. 145 – 150). This particular perspective on
education requires teachers with multiculturally competent in the corresponding
subject area. Multicultural competency includes, but is not limited to, competency
in culture and related issues and socio-historical, socio-geographical, sociological,
and technological competency. A teacher competent in culture studies is expected
16
to know that cultural peculiarities of some minority students often prevent them fro
progressing equally with the mainstream part of the group, so that they are
considered slow learners or even mentally retarded in this social system; whereas in
other social systems, for example: in home and ethnic community environments,
these children may be considered normal. Sociohistorical competency requires that
the social studies teacher know about different ethnic and cultural groups‟
historical development and historical heritages, their indigenous customs and habits
and modes of interethnic interaction. The teachers‟ multicultural competency may
also include at least three components: attitudes, knowledge and skills.
According to Mahfud (2006, p. 75), multiculturalism comes from the word
multi and culture. Etymologically, multiculturalism is formed from a multi word
which means a lot, culture which means culture, and ism which means flow or
understanding, thus meaning diversity culture. In full, this word means that humans
as dignified beings who live in their respective communities and cultures are
unique. Mahfud also argued (2006, p. 20) that multiculturalism is a concept in
which a community in the context of nationality can recognize the diversity,
diversity, and diversity of culture, race, ethnicity, religion, and so forth.
Multiculturalism is an ideology that glorifies equality of difference both
individually and culturally (David and Jary, 2005, p. 319). Meanwhile, according
to Parekh (2009, p. 19), a multicultural society is a society that includes two or
more cultural communities. The term multicultural refers to the reality of cultural
diversity and normative responses to that fact. From the two expert opinions above
can be concluded that multiculturalism is a philosophy that requires the unity of
different cultural groups with equal rights or social and political status in the
modern society without differentiating between one another.
Indonesia is one of the largest multicultural countries in the world. But in fact,
multicultural education as a model of education has not been widely known and
understood by the people of Indonesia. There are many opinions expressed by
experts on the notion of multicultural education. According to Bank (2005, p. 3)
defines that multicultural education includes at least three things, namely ideas or
concepts, educational reform movements, and processes. Multicultural education
develops the idea that all students have equal opportunities to get education in
school regardless of gender and social class as well as ethnic, racial, or cultural
characteristics. According to Gollnick & Chinn (2006, p. 5) multicultural education
is an educational strategy that develops the effectiveness of teaching and learning
activities in the classroom and school environment by using different cultural
backgrounds of students. Multicultural education supports and conveys cultural
17
concepts, diversity, equality, social justice, and democracy in the school
environment.
Based on several definitions of multicultural education, multicultural
education is an education that does not make a difference in ethnicity, race, religion
or belief as a threat, but as a unique by giving equal opportunity to students in the
learning process by emphasizing the concept, reform, and learning process.
D. The Purpose of Multiculture
Multicultural education aims to change the educational environment so that
it can enhance mutual respect and get the opportunity for legal protection and the
opportunity to get the same education. This view explains the attitude of tolerance
and equality of rights between individuals in learning (Agus Salim, 2006, p. 72).
According to Banks (2009, p. 13) explains that multicultural education aims to
change learning so that students have equal opportunities in education. The learner
is comprised of cultural group, ethnicity, different language and gender.
Thus it can be concluded that the aim of multicultural education is to
provide equal opportunities and rights to all citizens and increase mutual respect
among all groups in all aspects, both social, economic, cultural, political and
especially education without discrimination due to ethnic differences, ethnicity ,
language, culture, social, economic, and religion and beliefs to develop all the
potential that exist in the students themselves.
E. Multicultural Setting-Based Teaching Speaking
Teacher should be able to create classroom activities where students have
real life communication and allows students to practice their language. The most
appropriate activities to increase awareness are working in groups, on this activities
the students can work together to achieve learning objectives. According to Brown
(2001, p. 120) that group work should be well planned, there are seven rules that
must be considered before implementing group work in the classroom, the rules
are:
1. Introduce the technique
The introduction should include the purpose of the group work. The
students need a clear explanation of the activity they will carry out. The
learners must know the topic, the number of members they will work with,
the time allocated to make the activity, what their responsibilities are, the
points they will obtain once the activity is finished among others.
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2. The use of small group
Once students have an idea of what they are supposed to do, the teacher
should model or exemplify what students will do and get opportunity to
practice the language, if possible. Tasks like debates, discussions or
problem-solving situations cannot be modeled entirely, but at least it is
instructor‟s responsibility to make the main characteristics clear to students.
3. Give explicit instructions
Instructions must be clear, they should be short, precise and with simple
words. If an instruction contains several steps, the teacher should highlight
those steps by using roman numerals, letters or numbers bold-faced and
with a readable font size. In this way, the students will notice the different
parts of the activity, and the way they should complete it.
4. Give useful expressions
One of the most important aspects a teacher should take into account when
preparing an activity for group work is to think about all possible
expressions students will need to carry out the activity.
5. Divide the class into groups
It is a good idea to use a variety of grouping techniques to make students
work with different people every time a new activity is assigned. Some
ideas of grouping techniques will be presented at the end of this article.
6. Assign roles
Even though students know their own abilities very well and can assign
themselves their own roles, it would be a good idea if the teacher can say
what every member of the group is responsible for. In this way lazy or
irresponsible students would be forced to work hard and to participate as
much as the other team members.
7. check for clarification
It is very important to verify if students have understood what they have to
do. One way of doing this is by asking learners to explain the instructions
back.
8. Set the task in motion
Once steps 1 to 7 have been completed, the teacher asks students to start the
activity.
9. Monitor the task
The teacher should constantly walk around the room to monitor what
students are doing. Students usually like to ask questions, clarify doubts, or
even make the teacher another member of the group for a few minutes.
During this step, the teacher can write down certain mistakes in grammar,
19
pronunciation or vocabulary to give feedback at the end of the activity.
Also, depending on the activity, this would be a nice moment to grade the
students unnoticeably.
10. Set a time for debriefing and feedback
This last step is fundamental to make an activity valuable. Students need to
present and to share what they did. Sometimes, because of lack of time,
teachers do not go through this step, but students do need to be rewarded
and praised for what they did. They also need feedback to correct or
reinforce certain weak areas. By doing general comments in relation to
content, language use and discipline, learners will clearly see the main
purpose of the activity.
A multicultural classroom is one in which there is a blend of students from
various cultures to form a diverse learning environment. To combine all these in a
classroom involves lots of creativity and management skills on the part of the
teachers. Therefore it is critical to make sure that teachers have access to
professional development programs that teach them to integrate vital information of
day to day happenings into their teachings.
There are some teaching strategies for teaching in multicultural classroom.
1. Role playing
Role playing is a versatile activity that allows students to express their
opinion in a realistic situation. In role play the students play a part they do
not play in real life. A multicultural role play exercise allows students to be
immersed in a social scenario that causes them to experience feelings and
realities that they may not otherwise be exposed to. Hence by organizing a
role play activity in the class, the teacher can bring in issues of the subjects
related to religion, current topic or something related to history which is
otherwise difficult to explain to the students in the class.
2. Exposure to different language and culture
Culture refers to the traditions, rituals, beliefs, and values that are common
and shared amongst a group of people. Every individual is a part of one
culture or the other. Thus, the first goal of multicultural education should be
to assist the children with recognizing differences as well as similarities
among fellow students. Allowing children to explore varying cultures
creates opportunities for them to see that even when other students have
different customs, languages, and traditions.
3. Knowledge of students‟ background
For a successful multicultural classroom setting one of the most essential
things is knowledge of diverse cultures. The teachers should take out time
20
to learn the background of the class students. Knowledge of the traditions,
beliefs, values, custom, food habits, economic status for helping in
understanding the students in a better way. This knowledge should then be
shared with children by incorporating them in the learning experiences. The
students should be encouraged to ask questions that help them understand
more about others who have a background different from their own.
Teachers may learn about cultures and discuss their students‟ culture.
4. Cooperative learning
The environment of the classroom should help assist children from minority
cultures in developing cooperation and social skills. The general idea
behind cooperative learning is that making small heterogeneous group of
students so that they can master the various aspects of a particular task. By
doing so not only are the students motivated to learn but they also stronger
interpersonal relationship than they would do by working alone.
Cooperative groups help focus on students‟ different strengths and styles. In
addition, cooperative learning groups have been fund to have strong and
consistent positive effect on social relationship between culturally different
students.
5. Group discussion
Group discussion stimulates thinking. It is an excellent strategy for
enhancing students motivation. They provide opportunities for students to
practice a number of skills including the ability to articulate and defend
positions and consider different point of views. Discussion is a perfect place
to develop students‟ ability to use textual evidence. In group discussions
students work with multiple ideas. Thus, the teachers should make use of
discussion on current topics which can initiate a discussion and help
develop students questioning, in depth analysis of situation and
development of logical thinking.
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F. Teaching Speaking
1. The Nature of Speaking
The definitions of speaking are variously identifies by some experts in
language learning. Thornbury (2005, p. 1) states that speaking is so much part of
daily life that we take it for granted. The average person produces tens of thousands
of words a day, although some people – like auctioneers or politicians may produce
even more than that. So natural and integral is speaking that we forget how we once
struggled to achieve this ability – unti, that is, we have to learn how to do it all over
again in a foreign language.
Brown (2001, p. 267) cites that when someone can speak a language it
means that he can carry on a conversation reasonably competently. In addition, he
states that the benchmark of successful acquisition of language is almost always the
demonstration of an ability to accomplish pragmatic goals through an interactive
discourse with other language speakers. Brown (2007, p. 237) states that social
contact in interactive language functions is a key importance and in which it is not
what you say that sounds but how you say it what you convey with body language,
gestures, eye contact, physical distance and other non verbal messages.
Speaking is one way to communicate which ideas and through a message
orally. To enable students to communicate, we need to apply the language in real
communication. By speaking, people are able to know what kind of situations the
world. People who have ability in speaking will be better in sending and receiving
information or message to another.spekaing is the process of building and sharing
meaning through the users of verbal and non-verbal symbol in various context.
The major goal of English learning is to enable students to communicate
with other people by using English language being learned. The communication
here means to talk to other people orally in spoken form. So what does speaking
mean, it means a process using a language that is done by speakers by combining
both codes and messages. According to Harmer (2007, p. 269), speech combines
both of code and message. The code consist of sound, vocabulary, and structures of
language. These components are organized into appropriate in order to to convey
the speakers‟ ideas or opinion. So speaking is the verbal use of language to
communicate with others.
To know what deeper speaking is, Brown and Yule in Nunan (2007, p. 26)
differentiates it from writing. First, in spoken language, speaking must be listened
by others. It has temporary and immediate reception. When we do listen from other
people, it has special temporary and immediate reception. When do we listen from
other people, it has special prosody some like stress, rhythm, and intonation. It
must be there an intermediate feedback for communicating directly. By speaking
22
activity, speakers have to pay attention of planning and editing by channel. Second,
in written language, the activity is done as a visual term. The time for doing it, is
permanent and it is delayed reception. The writer uses punctuation as well to make
others clearer in vision or reading the meaning. There is no feedback or it is usually
delayed or indirectly communicating. The planning is unlimited and there are often
editing and revision in any parts of the written language.
According to Gert and Hans (2008, p. 207) speaking is speech or utterances
with the purpose of having intention to be recognized by speaker and the receiver
process the statements in order to recognize their intentions. Brown and Yule
(1999, p. 14) stated that speaking is depending on the complexity of the
information to be communicated; however, the speaker sometimes finds it difficult
to clarify what they want to say. Rebecca (2006, p. 144) stated that speaking is the
first mode in which children acquire language, it is part of the daily involvement of
most people with language activities, and it is the prime motor of language change.
It also provides our main data for understanding bilingualism and language contact.
From those explanation above, the writer can conclude that speaking is an
interactive process of constructing meaning that involves producing, receiving, and
processing information. Its form and meaning are dpending on the context in which
it occurs, including the participants themselves, their experiences, the physical
environment, and the purpose of the speaking. Each participant has an intention or
set of intention goals that he wants to achieve in the interaction. Each participant
has to be able to interpret what is said to him, which he cannot predict exactly
either in terms of form or in terms of meaning and reply with what language he has
at his disposal in a way that takes account of what has just been said and which
reflects his own intentions at this point in the interaction.
2. The elements of speaking
According to Sharey (2007, p. 2) that there are five elements in speaking
skill: pronunciation, vocabulary, grammar, fluency, and comprehension. All these
elements become an important consideration in judging someone‟s speaking
ability.
a. Pronunciation
Pronunciation becomes important element of speaking because having good
pronunciation of the language can help a speaker in normal communication.
b. Grammar
Grammar is sometimes defined as “the way words are put together to make
correct sentence”.
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c. Vocabulary
Vocabulary is one important aspect of teaching a language besides grammar,
and pronunciation as stuck of words used by person. Vocabulary can be defined
roughly as the words we teach in the foreign language.
d. Fluency
Nation (2009, p. 152) fluency is typically measured by speed of access or
production and by the number of hesitation; accuracy by amount of error. He
can be stated that fluency might show and determine that someone has mastered
many vocabularies, grammar, and pronunciation well. The fluency in speaking
may only be achieved through a plenty of practice. The more fluent the speaker
masters the language. Fluency has some characteristics:
1. Fluent language use involves “the processing of language in real time”, that
is, the learners will demonstrate with speed, speech rate and number of filled
pause and number of unfilled pause.
2. Fluent language use does not require a great deal of attention and effort from
the learners. The fluent speakers do not have to use complex grammatical
structure.
3. Fluency is skill. Although it depends on quality of knowledge of the
language, and its development involves the addition to and restructuring of
knowledge, in essence it involves making the best possible use what is
already known.
It can be clearly seen that fluency is an ability to talk or speech without
much hesitation, repetition, false start and few pauses. Fluency does not too
concern grammatical while speaking.
e. Comprehension
When we are going to speak, we need to make sure that can be understood
in communication, good pronunciation, grammatically, vocabularies mastery,
comprehension in meaning and flency are needed in building a speech. However
it must be remembered that language and speech are meant for communication.
Learning language is about practising and generating speech. Students need to
express their meaning by doing much.
Thus, the writer concluded that speaking is ability to convey our ideas,
message or opinions orally. Speaking is always used in everyday in life, it is the
only one way when we want to communicate to each other orally. Some people
think that speaking in foreign language is difficult because the target language is
different with mother language. In order to have a good ability in speaking we
must always practice it.
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3. The Function of Speaking
Richards (2008, p. 21) expanded three-part version of Brown and Yule‟s
framework about the function of speaking; talk as interaction, talk as transaction
and talk as performance.
3.1. Talk as interaction
Talk as interaction is also called conversation. It is used to make a good
interaction between people. The characteristics of this kind are:
a. Has a primarily social function
b. Reflects role relationship
c. Reflects speaker identiy
d. Maybe formal or causal
e. Using conversational conventions
f. Reflects degrees of politeness
g. Employs many generic words
h. Uses conversational registers
3.2. Talk as transaction
Talk as transaction refers to situation where the focus is on what said or
done, so they have to present it clearly to make other people understand. The
characteristics of this kinds are:
a. It has primarily information focus
b. The main focus is the message and not the participant
c. Participants employ communication strategies to make themselves understood
d. There may be negotiations and digressions
e. Linguistic accuracy is not always important
3.3. Talk as performance
The last type of talk refers to classroom presentation, public announcement,
and speeches which tend to be in form of monologue. The characteristics of this
kinds are:
a. There is focus on both message and audience
b. It reflects organization and sequencing
c. Form and accuracy is important
d. Language is more like written language
e. It is often monologue
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4. Teaching Speaking English
Based on the different between writing and speech before, we can see why
people who learn foreign language largely from textbooks often sound bookish
when they speak. Moreover, from the differences above, the students assume that
speaking is more difficult. This is because they have to think the ideas directly. In
fact, speaking is easier. In delivering the message through speaking actually, they
can select the diction based on the vocabulary. It can help them to communicate
with others freely without concerning to the grammar directly.
Speaking is the interactive process of constructing meaning that involves
producing, receiving and process information. When someone speaks, he or she
interacts and uses the language to express his or her ideas, feeling, thought and also
shows the information to others. Serville and Troike propose some general
guideliness in teaching English: the teacher should consider the goal that students
have for learning and additional language. The goal in the teaching language might
become essential because it determines the process of teaching itself.
a. The teacher should approach teaching tasks with an appreciation of the
multiple dimension that are involved: linguistic, psychological and social.
b. The teacher should set priorities for teaching that are compatible with those
goals. After setting the goal, the teacher needs to think and create the right way
to reach the goal. The teacher must not pick up the wrong way in choosing the
material, technique, method, activity and so on.
c. The teacher should be cautious on the statement “there is no one best way to
teach language. The teacher should understand the potential strength and
limitation of particular learners and context for learning, and make use of them
in adapting teaching procedures.
d. The teacher should be patient because learning a language takes a time.
Learning English as a foreign language is not easy. It takes a lot of time. So the
teacher should be more patient.
Teaching speaking is not merely asking the students to produce sound.
According to Nunan (2000, p. 40), speaking is the same as oral interaction which
are conventional ways of presenting information, expression our idea and thought
have in our mind, so speaking is not only expressingour ideas, but also presenting
new information to others. Speaking as an interactive process of constructing
meaning always involves in producing words and the meaning depends on the
context. Furthermore, speaking itself requires that learners not only know how to
produce specific point of langauge such as grammar. Pronunciation, or vocabulary
(linguistic competence) but also they have to understand when, why, what way to
produce the language (sociolinguistic competence).
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However, according to (Nunan, 2004, p. 42) that the main purpose for
teaching speaking is students can speak freely in respond, asking in their
conversation. Many goals can be reached for teaching speaking. In addition, David
Nunan also said, teaching speaking is to teach ESL learners.
a. Produce the English speech sounds and sounds patterns
b. Use word and sentence stress, intonation patterns and rhythm of the second
langauge
c. Select appropriate words and sentences according to the proper social
d. Organize their thoughts in a meaningful and logical sequence
e. Use language as a means of expressing values and judgements
Speaking in a foreign language is much different from speaking in mother
tongue since it has many aspects. Thornbury (2005, p. 17) explains ways of
organizing the content of a speaking syllabus, as follows:
1. Spoken grammar, including heads, tails, ellipsis, discourse markers etc
2. Pronunciation features, including stress and intonation, rhythm, and chunking
3. Communication strategies, such as paraphrasing, appealing for help, formulaic
language, etc
4. Communication routines, such as openings, closing, interrupting, changing
topic, etc
5. Conversational rules and structure, such as turn-taking, adjacency pairs, and
the cooperative principle
6. Speech acts, such as inviting, requesting, complimenting, etc
7. Register, such as formal vs informal language
8. Scripts, such as service encounters, greeting, telephone language
9. Genre, such as telling stories and jokes, making a speech, interviews
10. Situations, such as at a ticket office, at the bank, in the restaurant, etc
11. Cultural factors, such as politeness, taboo topic, use of gestures.
Further, Thornbury (2005, p. 18) explains that speaking needs to be
practices in conjunction with other skills, which suggest an integrated skills
approach. Nor is listening the only other skill that is implicated. Many real-world
tasks that involve speaking may also involve reading and writing as well.
According to Brown (2004, p. 140) states that speaking is productive skill that can
be directly an empirically observed, those observation are invariably colored by the
accuracy and effectiveness
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5. Priciples for Designing Speaking Techniques
Speaking is general activity, it means that speaking has more purpose not
only in the classroom. Students will not speka any sentences inside the classroom
in teaching learning process, but also outside in the free space. It means that they
will not speak at the learning process, but also they will speak fluently in daily
activities. There are many purposes of speaking activity, someone speak
relationship with friend at school for getting information and knowledge, at least
speaking purpose do not mean only to asking and answer but also train our tounge
to usual in English. From wide speaking activity the students will absorb more
vocabularies that have a lot of benefit in communication interaction. This fact that
teaching speaking could have special interest and attention. We should exactly
understand that the aim of teaching speaking is to improve and develop students
speaking. Then, the teacher has to ensure the students‟ spekaing that the speaking
learning process is the pleasure activity. There are some principles or techniques
according to (Brown, 2001, p. 268) as follows:
a. Techniques should cover the spectrum of learner needs, from language-based
focus on accuracy to message-based focu on interaction, meaning, and fluency.
In our current zeal for interactive language teaching, we can easily slip into a
pattern of providing zesty content-based, interactive activities that do not
capitalize on grammatical pointers or pronunciation tips. When you do a
jigsaw group technique, play a game, or discuss solutions to the environmental
crisis, make sure that your tasks include techniques designed to help students
to perceive and use the building block of language. At the same time, do not
bore your students to death with lifeless, repetitous drills. As already noted
above, make any drilling you do as a meaningful as possible.
b. Techniques should be intrinsically motivating
Try at all times to appeal students‟ ultimate goals and interests, to their need
for knowledge, for status, for achieving competence, autonomy, and for “being
all that they can be” even in those techniques that do not send students into
ecstasy, help them to see how the activity will benefit them. Many times
students do not know why we ask them to do certain things; it usually pays to
tell them why.
c. Techniques should encourage the use of authentic language in meaningful
contexts.
We all succumb to the temptation to do, say, and disconnected little grammar
exercise where we go around the room calling on students one by one to pick
the right answer. It takes energy and creativity to devise authentic contexts and
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meaningful interaction, but with the help of quite a storehouse of teacher
resource material now.
d. Provide appropriate feedback and correction
In most EFL situations, students are totally dependent on the teacher for useful
linguistic feedback. (in ESL situations, they may get such feedback “out there”
beyond the classroom, but even then you are in a position to be of great
benefit). It is important that you take advantage of your knowledge of English
to inject the kinds of corrective feedback that are appropriate for the moment.
e. Capitalize on the natural link between speaking and listening
Many interactive techniques that involve speaking will also of course include
listening. Do not lose out on opportunities to integrate these two skills. As you
are perhaps focusimg on speaking goals, listening goals may naturally
coincide, and the two skills can reinforce each other. Skills in producing
language are often initiated through comprehension.
f. Give students opportunities to initiate oral communication
A good deal of typical classroom interaction is characterized by teacher
initiation of language. We ask questions, give directions, provide information,
and students have been conditioned only to “speak when spoken to.” Part of
oral communication competence is the ability to initiate conversations, to
nominate topics, to ask questions, to control conversations, and to change the
subject. As you design and use speaking techniques, ask yourself if you have
allowed students to initiate language.
g. Encourage the development of speaking strategies
The concept of strategic competence is one that few beginning language
students are aware of. They simply have not thought about developing their
own personal strategies for accomplishing oral communication purposes. Your
classroom can be one in which students become aware of, and have a chance to
practice such strategies as:
1. Asking for clarification
2. Asking someone to repeat something
3. Using fillers in order to gain time process
4. Using conversations maintenance cues
5. Getting someone‟s attention
6. Using paraphrases for structures one cannot produce
7. Appealing for assistance from the interlocutor
8. Using formulaic expressions st the survival stage
9. Using mime and nonverbal expressions to convey meaning
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From those explanation above, actually, the basic principles of teaching
relate to effevtive communication and should be visible within a lesson plan. By
communication is meant the whole environment of effective teaching as well as
simply verbal speaking.
6. The Roles of the teacher during speaking activities
The roles of the teacher in the classroom can affect the success of teaching
and learning process. The teacher facilitates communication in the classroom. In
this role, one of the major responsibilities is to establish situations likely to
promote communication. During speaking activities, teachers need to play number
of different roles. They can be prompter, partcipant, even feedback provider as
viewed by (Harmer, 2007, pp. 347 – 348) as follows:
a. Prompter
When students sometimes get lost in speaking, cannot think what to say
next, or in some other way lose the fluency the teacher expects of them. The
teacher can leave them to struggle out of the situations on their own, and
indeed sometimes this may be the best option. However, teacher may be
able to help students and the activity to progress by offering specific
suggestions.
b. Participant
Teacher should be good animators when asking students to produce
language. Sometimes this can be achieved by setting up an activity clearly
and with enthusiasm.
At other times, however, teachers may want to participate in discussion or
role play themselves. That way they can prompt covertly, introduce new
information to help the activity along, ensure continuing students‟
engagement, and generally maintain creative atmosphere. However, in such
circumstances they have to be careful that they do not participate too much,
thus dominating the speaking and drawing all the attention to them.
c. Resource
One of the teacher‟s roles is of course as a resource. He must always ready
to give students help where necessary.
d. Tutor
Teacher as a tutor can help students by giving advice about what to do if
they want to study more. The tutor can direct where to go and corrects them
if wrong.
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e. Assessor
It is obvious that one of the teacher‟s roles is to assess the students‟
progress. The progress can be assessed from their work on performance.
f. Controller
Teacher as controller are incomplete charge of the class. They control not
only what the students do, but also when they speak and what language they
use.
In classroom, speaking activities may happen to practice communicative
competence. There are some characteristics of a successful speaking activity such
as bellow:
b. Partcipation is even. Classroom discussion is not dominated by a monitory
of talkative participants: all get chance to speak, and contributions are fairly
evenly distributed.
c. Language as of an acceptable level. Learners express themselves in
utterances that are relevant, easily comprehensible to each other, and of an
acceptable level of language accuracy.
d. Motivation is high. Learners are eager to speak: because they are interested
in the topic and have something new to say about it, or because they want to
contribute to achieving a task objective.
e. Learners talk a lot. As much as possible of the period time allotted to the
activity is in fact occupied by learner talk. This may seem obvious, but
often most time is taken up with teacher talk or pauses.
7. Types of Classroom Speaking Performance
Brown (2001, pp. 271 – 274) offered six similar categories which apply to
the kinds of oral production that students are expected to carry out in the
classroom:
a. Imitative
A very limited portion of classroom speaking time may legitimately be
spent generating human “tape recorder” speech, where learners are, for
example, practicing an intonation contour, trying to pinpoint a certain vowel
sound. Imitation of this kind is carried out not for the purpose of meaningful
interaction, but for focusing on some particular element of language form.
Drills offer students an opportunity to listen and to orally repeat certain
strings of language that may pose some linguistic difficulty either
phonological or grammatical. Drills are to language teaching what the
pitching machine is to baseball. They offer limited practice through
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repetition. They allow one to focus on one element of language in a
controlled activity. Here are some useful guideliness for successful drills:
1. Keep them short
2. Keep them simple
3. Make sure students know why they are doing the drill
4. Limit them to phonology or grammar points
5. Make sure they ultimately lead to communicative goals
6. Do not overuse them
Failure to follow these guideliness could result in students becoming
parroting tape recorders, incapable of batting the ball during the real ball game.
b. Intensive
Intensive speaking goes one step beyond imitative to include any speaking
performance that is designed to practice some phonological or grammatical
aspect of language. Intensive speaking can be self initiated or it can even
form part of some pair activity. Where learners are going over certain forms
of language.
c. Responsive
A good eal of students‟ speech in the classroom is responsive; short replies
to teacher or student-initiated questions or comments. These replies are
usually sufficient and do not extend into dialogues.
d. Transactional (dialogue)
Transactional language, carried out more for the purpose of maintaining
social relationship than for the transmission of facts and information, is an
extended form of responsive language. Conversation, for example, may
have more of a negotiative nature to them than merely responsive speech.
e. Interpersonal (monologue)
Interpersonal dialogue, carried out more the purpose of maintaining social
relationship than for the transmission of fact and information. These
conversation are a little trickier for learners because they can involve some
or all of the following factors:
1. A casual register
2. Colloquial language
3. Emotinonally charged language
4. Slang
5. Ellipsis
6. Sarcasm
7. A cover agenda
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f. Extensive (monologue)
Finally, students at intermediate to advanced levels are called on to give
extended monologues in the form of oral reports, summaries, or perhaps
short speeches. Here the register more formal and deliberative. These
monologues can be planned or impromptu.
According to Brown (2001, pp. 271 – 274), each category above can be
implemented based on the students‟ level and students‟ ability. Here are the
summary purpose of each element: imitative for discussing on some particular of
language form, intensive to practice some phonological or grammatical aspect of
language, responsive can stimulate students‟ in speaking, transactional to invite
students to engage in a conversation. And extensive is to practice in the form of
oral reports, summaries, or perhaps in short speeches.
8. Speaking Materials
Tomlinson (2003, p. 381) argues there are five dimensions for
developing materials for speaking skills, there are:
a. Conceptualizing Learners‟ Needs : materials design should begin
from who learners are in order to link language study not only to the
learners‟ future use but also to their receptivity. As Brindley said that it
is important to look at both subjective needs and objective needs in the
learner. So, seeking to know the learners needs and involving learners
in the process of developing materials and giving them voice in their
materials.
b. Translating needs to subject matter and communication situations:
knowledge about learner needs will serve as foundation on which
experiential content is selected for instructional materials. The more
especially learners state their needs, the more appropriately the subject
matter can be established towards appropriate sets of topics, situations,
functions, strategies, registers, and key structures, as can the sources to
build all these components with. This step is a preliminary effort to
outline the instructional content of target material.
c. Identifying verbal communication strategies: conversational strategies
must be incorporated in teaching materials because they are essential
tools to serve the communication meanings. One method to do so is by
designing tasks for learners to act upon their interlocutor‟s speech rather
than merely concentrating on their own. Another method is by building
into materials many practical devices that can help facilitate oral
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production and compensate for those communication difficulties
arising under time pressure.
d. Designing skill acquiring tasks: once communication content is outlined
and it is components are selected, the decisive step is to create relevant
tasks that help learners in three essential aspects: to acquire new
language, to learn rules of interaction and to experience
communication of meanings
9. Types of Speaking Test
There are some types of speaking tests. According to Thornbury (2004, pp.
125 – 126), they are:
a. Interviews
There are relatively easy to set up, especially if there is a room apart from
the classroom where learners can be interviewed. The class can be set some
writing or reading task or even the written component of the examination
while individuals are called out, one by one for their interview.
b. Live monologues
The candidates prepare and present a short talk on a pre-selected topic. This
eliminates the interviewer effect and provides evidence of the candidates‟
ability to handle an extended turn, which is not always possible in
interviews. If other students take the role of the audience, a question and
answer stage can be included, which will provide some evidence of the
speaker‟s ability to speak interactively and spontaneously. But giving a talk
or presentation is only really a valid test if these skills that learners are
likely to need.
c. Recorded monologues
These are perhaps less stressful than a more public performance and, for
informal testing, they are also more practicable in a way that live
monologues are not. Learners can take turns to record themselves talking
about a favorite sport or pastime. The advantage of recorded tests is that the
assessment can be done after the event, and results can be triangulated that
is the examiner can rate the recording and their ratings can be compared to
ensure standardization.
d. Role-plays
Most students will be used to doing at least simple role-plays in class, so the
same format can be used for testing. The other „role‟ can play either by ester
or another student, the influence of the interlocutor is hard to control. The
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role-play should not require sohisticated performance skills or a lot of
imagination. Situations grounded in everyday reality are best.
e. Collaborative tasks and discussion
These are similar to role-plays except that the learners are not required to
assume a role but simply to be themselves.
G. Language Learning Strategy
Language learning which include: 1). The definition of learning strategy 2).
Classification of language learning strategies.
1. The Definition of Learning Strategies
There are many experts that give the definition of learning strategies
O‟Malley and Chamot (2000, p. 1) state that learning strategies are specia thoughts
or behaviors that individuals use to help them comprehend, learn, or retain new
information. Hurd & Lewis (2008, p. 9) states that learning strategies arecommonly
defined as the operations or processes which are consciously or uncounciously
selected and employed by the learner to learn the target language or facilitate a
language task. Aside from that, Chamot in Macaro (2001, p. 17) defines learning
strategies as techniques, approaches or deliberate actions that students take in order
to facilitate the learning and recall of both linguistic and content area information.
By employing the right strategies, the process of learning the language will
improve significantly. Appropriate language learning strategies result in improved,
faster language proficiency. Language learning strategies play an important role in
the process of learning language.
In brief, learning strategies are special tools of processing information that
used by learners to improve their comprehension, learning or retain new
information. learning strategies used by learners to help them understand new
information and solve their language problem.
2. The Classification of Language Learning Strategies
Language learning strategies have been classified by many researchers;
O‟Malley and Chamot differenyiates language learning strategies into six groups:
a. Memory strategies; strategies that help learners store and retrieve new
information
b. Cognitive strategies; strategies that enable learners to understand and
produce new language by many different means.
c. Compensation strategies that aid learners in overcoming knowedge gaps
and continuing to communicate authentically.
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d. Affective strategies that help develop self-confidence
e. Metacognitive strategies; strategies that help learners to regulate their own
cognitive abilities and to focus, plan, and evaluate their progress as they
move toward communicative competence
f. Social strategies; strategies that provide increased interaction and more
empathetic understanding. She adds that all appropriate language learning
strategies contribute to the main goal; becoming communicatively
competent.
O‟Malley and Chamot (2000, pp. 44 – 45) divide language learning
strategies into three main subcategories, namely Meta-cognitive strategies,
cognitive strategies and socio-affective strategies. First, meta-cognitive strategies
refer to a term used in information-processing theory to indicate an evecutive
function, that is the strategies which involved planning for learning, thinking about
learning process as it is taking place, monitoring of one‟s production or
comprehension, and evaluating learning after an activity is completed. Among the
main meta cognitive strategies, it is possible to include advance organizers,
directed attention, selective attention, self-management, functional planning, self-
monitoring, delayed production, self evaluation. Second, cognitive strategies are
more limited to specific learning tasks and they involve more direct manipulation
of the learning material itself. Repetition, resourcing, translation, grouping, note
taking, deduction, recombination, imagery, auditory, representation, key word,
contextualization, elaboration, transfer, inferencing are among the most important
cognitive strategies. Third, socio affective strategies have to do with social
mediating activities and interacting with others.
a. Metacognitive strategies
Metacognitive strategies are higher order thinking skills that students use to
manage their own language learning. Metacognitive strategies are the
strategies which involve planning for learning, monitoring, and evaluating
learning after an activity is completed. Metacognitive strategies go beyond
the cognitive mechanism and give learners to coordinate their learning. This
helps them to plan language learning in an efficient way.
O‟Malley and Chamot (2000, pp. 44 – 45) divided Metacognitive Strategies
into three sets of strategies they are centering your learning, arranging and
planning your learning, and evaluating your learning. The aim of centering
learning is to give a focus to the learner so that the attention could be
directed toward certain language activities or skills. Arranging and
planning learning help learners to organize so they may get maximum
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benefit from their energy and effort. Evaluating learning helps learners with
problems like monitoring errors and valuation of progress.
1. Advance Organizers
It is previewing the main ideas and concepts of the material to be
learned, often by skimming the text for the organizing principle. For
example students review before they go into class.
2. Directed Attention,
It is deciding in advance to attend in general to a learning task and
ignore irrelevant distractors.
3. Functional Planning
It is planning for and rehearsing linguistic components necessary to carry
out an upcoming language task. For example, a student make summary of
the materials to prepare the final exams.
4. Selective Attention,
It is deciding in advance to attend to specific aspects of input, often by
scanning for key words, concepts, and/or linguistic markers. For example,
choosing the familiar topic to practice English orally or writing some
important words to help memorize the dialog.
5. Self-Management
Understanding the conditions that help students and arranging for
the presence of those conditions. For example the students make a clam
conditions when study in classroom or in outside of class.
6. Self-Monitoring
It is checking one's comprehension during listening or reading or
checking the accuracy and/or appropriateness of one's oral or written
production while it is taking place. For example, the students ask to their
friends to monitoring and correcting the wrong words when they memorize
something.
7. Self-evaluation,
It is checking the outcomes of one's own language learning against a
standard after it has been completed. For example, the students try to speak
with foreign tourist to practice speaking skill. Metacognitive stratgeies
refer to learners‟ behavior in centering, arranging, planning and
evaluating their learning. Metacognitive strategies encompass a)
paying attention; b) delaying speech production to focus on listening; c)
organizing; d) setting goals and objectives; e) planning for language task; f)
self-monitoring; and g) self-evaluating.
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b. Cognitive strategies
Based on Alberta (2009, p. 47) cognitive language strategies include using
different techniques for remembering new words and phrases, deducing grammar
rules, applying previously learners rule, guessing at the meaning of unknown
words and using a variety of ways to organize new information and link the
new information to previously learned language. Operate directly on incoming
information, manipulating it in ways that enhance learning. Weinstein and Mayer
(1986) suggest that these strategies can be subsumed under three broad groupings:
rehearsal, organization, and elaboration processes Cognitive strategies may be
limited in application to the specific type of task in the learning activity.
O‟Malley and Chamot (2000, pp. 44 – 45) divided cognitive strategies into
four sets are practicing, receiving and sending messages, analyzing and reasoning,
and creating structure for input and output. Practicing is the most important in this
group which can be achieved by repeating, working with sounds, and using
patterns. The tools of receiving and sending messages are used when learners
try to find the main idea through skimming and scanning. The adult‟s
learners commonly use analyzing and reasoning strategies. These are used to
understand the meaning and expression of the target language. These are also to
make new expression.
Here is an example of a learner who practices with sounds of the words that
have letters ought. The words through, though, tough, trough contain ought to
sounds different. To understand them better the learners myay make own phonetic
spelling: throo, thow, tuff, and troff.
1. Resourcing Translation
It is using target language reference materials such as dictionaries,
encyclopedia, or textbooks. This is the first language as base for
understanding and/or producing the second language. For example
students are searching new vocabulary in dictionary.
2. Repetition
It is imitating a language model, including overt practice and silent
rehearsal. For example, the students repeats the pronunciation until
mastered.
3. Grouping
It is classifying words, terminology, or concepts according to their
attributes or meaning. For example, students classify words with the
same meaning to memorize the words.
4. Deduction
It is applying rules to understand or produce the second language or
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making up rules based on language analysis.
5. Imagery
It is using visual images (either mental or actual) to understand or
remember new information. For example, students use illustration that
has relation with the topic in order to memorize more fast.
6. Auditory representation
It is planning back in one's mind the sound of a word, phrase, or longer
language sequence. For example, when you are trying to learn how to say
something, speak it in your mind first.
7. Keyword method
It is remembering a new word in the second language by: (1) identifying a
familiar word in the first language that sounds like or otherwise resembles
the new word, and (2) generating easily recalled images of some
relationship with the first language homonym and the new word in the
second language.for example, identifying a familiar words that students
hear.
8. Elaboration
It is relating new information to prior knowledge, relating different parts of
new information to each other, or making meaningful personal
associations with the new information.For example, the students relating
new information to other concepts in memory.
9. Transfer,
It is using previous linguistic knowledge or prior skills to assist
comprehension or production. For example, if the student talking about
something he/she already learn (in English), all he/she has to do is
remember the information and try to put it into Indonesia.
10. Inferencing
It is using available information to guess meanings of new items, predict
outcomes, or fill in missing information. For example, the students things
of the whole meaning of the sentence, and then he/she can get the meaning
of new word.
11. Note taking
It is writing down key words or concepts in abbreviated verbal,
graphic, or numerical form while listening or reading. For example, the
students prepares book to catch the all materials while listening section.
12. Summarizing
It is Making a mental, oral, or written summary of new information gained
through listening or reading.
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13. Recombination
It is constructing a meaningful sentence or larger language sequence by
combining known elements in a new way.
14. Translation
It is using the first language as a base for understanding and/or
producing the second language.
c) Social affective strategies
Represent a broad grouping that involves either interaction with another
person or ideational control over affect. Generally, they are considered
applicable to a wide variety of tasks. Based on Alberta (2009:47) social
affective language learning are actions learners take during or related to
interactions with others to assist or enhance their own language learning. These
strategies include methods students use to regulate their emotions, motivation and
attitude to helps them learn the language.
Social affective strategies are very important in learning a language
because language is used in communication and communication occurs
between people. O‟ Malley and Chamot divided socio-affective strategies into
three sets of strategies are; Asking question, Cooperating with others, and
Empathizing with others.
1. Cooperation
It is working with peers to solve a problem, pool information, check notes,
or get feedback on a learning activity. For example the students cooperate
with their friends to make discussion to choose the suitable person.
2. Questioning for clarification
It is eliciting/asking from a teacher or peer additional explanation,
rephrasing, or examples about language learning difficulties. For example,
the students ask the correct pronunciation to their friends or private teacher.
3. Empathizing with others
It means to put oneself in someone else situation to understand that
person point of view. Learners can use social strategies to develop
cultural understanding nad become aware of thoughts and feelings of
others.
Based on the description above, affective strategies refer to how learners
can lower their anxieties; control their motion and how they motivate their
learning. Social strategies refer to learner‟s activity involving other people, for
instance, by asking question to their teacher or their colleagues, by cooperating
with peers, and by asking correction
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H. 2013 Curriculum
Curriculum is a basis of teaching learning process, so every teaching
learning processing has to follow the curriculum. It is the planned interaction of
pupils with interactional content, materials, resources, and process for evaluating
the attainment of educational objectives.
Curriculum of 2013 is competency and character based curriculum.
Curriculum of 2013 was born as a response to the various criticism of School
Based Curriculum 2006. It is in accordance with the development needs and the
world of work. Curriculum of 2013 is one of the government‟s efforts to resolve
the various problems being faced by the world of education today. The theme of
2013 curriculum is generating Indonesian people, which are; productive, creative,
innovative, and affective; through the strengthening of attitudes, skills, and
knowledge which are integrated.
I.1. The Characteristic of 2013 Curriculum
Curriculum of 2013 is designed with the following characteristics:
1. Developing a balance between spiritual and social attitudes, knowledge, and
skills, and applying them in various situations in the school and community.
2. Putting the second as part of the community that provide a learning
experience so the learners are able to apply what is learned in the school to
the community as a learning resource.
3. Giving freely enough time to develop a variety of attitudes, knowledge and
skills.
4. Developing the competencies expressed in terms of class core competencies
that is specified more in basic competence of subject.
5. Developing class core competence into organizing elements of basic
competence. All the basic competencies and learning process are developed
to achieve the competence stated in core competencies.
6. Developing a basic competence based on the accumulative principle,
mutually reinforced and enriched between-subjects and education level
(horizontal and vertical organization)
The expected objective of the implementation of 2013 curriculum is not
impossible to be achieved. It is because the curriculum is competency and character
based which conceptually has several excellences.
1. Curriculum of 2013 uses a scientific approach. Learners as a subject of
study will be led to develop various competencies according to the
potention of each.
41
2. Curriculum of 2013 is competency and character based curriculum , so it
may underlie the development of other capacities in various aspects
(mastery of knowledge, specific skills, and personality which are able to be
optimal based on the specific competence.
3. Many fields of study related to the development of skills which are more
appropriate to use the competency approach.
I.2. The Innovation of 2013 Curriculum
In 2013 curriculum, syllabus development is no longer done by the teacher,
but has been prepared by a team of curriculum developers, both at central and
regional levels. Thus teachers develop only lesson plans based on the teacher guide
books, student guide book and resource books which have all been prepared. The
English teachers guide book is an accompanying book for the students guide book
for ELT. The book is useful for the teachers to guide well the learning process
performed by the students through the textbooks which have been arranged in
accordance with the principles developed in 2013 curriculum. Generally, teacher
guide book consist of general instruction, learning guidelines for each chapter and
evaluation guidelines.
The English book of 2013 curriculum for students guide are prepared to
improve their language skills. The book display is using a text-based learning
approach. Whether oral or written, by placing the English language as a vehicle of
communication. This book explains the minimum effort which should be done by
the students to achieve the expected competencies. In accordance with the approach
used in 2013 curriculum, students are encouraged to be brave to look for other
learning resources around them. The role of teachers in improving and adjusting
the absorption of students with the availability of the activities in this book is very
important. Teachers can enrich it with creations in the form of other suitable and
relevant activities which are sourced from the social and natural environment. The
creations can be put into lesson plans.
I.2.1. Lesson Plan
Lesson planning is a crucial process in an instruction. The process helps
teachers manage instruction more effectively. Without lesson planning, both
teacher and student will find the lesson not meaningful and interesting as well. The
worst, it will destruct students‟ motivation to learn. It will be different if lesson
planning is accomplished properly and meaningfully, teacher will lead instruction
effectively and of course it helps build teachers‟ confident to teach, because teacher
42
does not worry about to do next, at the same time, the student will find the lesson
easy to understand. Hence, the opportunity for students to reach optimal
achievement seems easy to get.
Teaching is a complex process that requires careful planning for its success.
For this reason, teacher should realize the importance of planning for effective
instruction and classroom management. Arranging effective teaching to create
effective instruction is one of teachers‟ responsibilities. Therefore, all step must be
taken in the classroom should be planned well.
Lesson plan is the art of mixing a number of different elements into a
lesson, so that a lesson can maximize students‟ learning. Hence, planning a lesson
becomes a fundamental aspect that bring lesson to an effective instruction. In line
with that, lesson plan is an activity what teacher and students will be doing. From
the definitions, it is noticeable that lesson planning cannot simply defined as
planning time to decide material, knowledge, or skills that will be given to students
because planning a lesson should be aimed at maximizing students‟ achievement.
Lesson planning is conducted to get effective instruction. Effective
instruction can be meant an instruction that enable student to acquire specified
skills, knowledge, attitude and student can enjoy. Then, it can be concluded that a
lesson will be good for students if students do not only get knowledge or something
to learn, but also enjoy the instruction as well. Furthermore, effective instruction is
the instruction that motivates students to learn affirms the presence a validity of
diverse learning style maximize the climate or condition for learning in the
classroom through the use of instructional design principle that value learning
differences and increase the possibility of success for all students.
From that statement, it can be seen that in planning a lesson teacher should
create a high quality lesson plan, i.e. lesson plan that should give experience,
knowledge, and skill to the students. It also demands teachers to consider a number
of crucial factor such as the language level of the students. their educational and
cultural background, their level of motivation, and their different learning style
before starting to make a lesson plan.
In brief, planning a lesson is a way of ensuring the lesson whether it will be
good for students or not. A lesson will be good for students if students can get
something and enjoy the teaching and learning process as well.
Basic of lesson plan development.
43
Basic legal rules in lesson plan development can be seen in the following
paragraph:
1. Government rules of Republik Indonesia No.65/2013 about process
standard stated that “RPP is spleed from syllabus to direct student learning
activity to reach basic competence”.
2. Government rules of Republic Indonesia No.19/2005 about National
Standard of Education article 20, which stated that planning of learning
process includes syllabus and learning realization planning that cover
minimally learning objective, content material, learning method, leraning
source and evaluation of the result of learning.
Component and systematic of lesson plan
At least lesson plan consist of 1). Learning aims 2). Learning material 3).
Learning method 4). Learning source and 5). Assessment.
A lesson plan at least contains of:
1. The identity of the school, subject or theme, class/semester, and the
allocation of time;
2. Core competence, Basic competence and indicators of competencies
achievement;
3. Learning materials
4. Learning activities that include preliminary activities, main activities, and
the post activities;
5. Assessment, remedial learning and enrichment;
6. Media, tools, materials, and learning resources.
Component and systematic of lesson plan are:
School:
Subject:
Class:
Core material:
Time allocation:
Core competence:
Basic Competence and Indicator
…………….. (KD in KI-1)
…………….. (KD in KI-3)
Indicator: …………………….
…………….. (KD in KI-4)
Indicator: …………………….
44
Note:
KD 1 and KD 2 from KI-1 and KI-2 must not developed in indicator because both
of them achieve from indirect learning process. Indicator developed only for KD-3
and KD-4 achieving from direct learning process.
Learning aims
Learning material
Learning method
Media, tools, and learning source
Media
Material
Source
Learning activity
1. First meeting
First activity (……minutes)
Core activity (……minutes)
Closing (…….minutes)
2. Second meeting
First activity (……minutes)
Core activity (……minutes)
Closing (…….minutes)
Assessment
1. Kind of assessment
2. ` Form of assessment
3. Technique of assessment
Stages in Developing lesson plan
1. Analyzing syllabus
Commonly, for each core material in syllabus consist of four KD based on
core competency aspect (attitude to God, attitude to self, environment,
knowledge, and skills). To achieve these basic competency, in syllabus it is
explained that students‟ activity is consisting of exploration, elaboration,
and confirmation, there are: observing, questioning, experimenting,
associating and communicating. These activities that have to be explored in
lesson plan and teacher must make their student active. Analyzing of
syllabus also consist of formulating indicator and assessment.
2. Identifying learning material
Some aspects that have to be considered in identifying learning material
are:
45
a. Students‟ potential
b. Relevancy to local characteristics
c. Physical, intellectual, emotional, social, and students‟ spiritual
d. Usefulness for student
e. Knowledge structure
f. Actual, deep, wide learning material
g. Relevancy between students‟ need and environment
h. Time allocation
3. Deciding learning aims
Learning aims refer to indicator, at least consisting of 2 aspects: audience
(students) and behavior (skill).
4. Developing learning activity
Some aspects that have to be considered in identifying learning material
are:
a. Learning activities are arranged to make easy teacher so the teach
professional
b. Learning activities consist of activities done by teacher as in syllabus
c. The steps of learning activities for each meeting are done by teacher to
make students active.
5. Formulating assessment
Some aspect that have to be considered in formulating assessment are:
a. Assessment purposed to measure competence achievement, KD-KD in
KI-3 and KI-4
b. Criteria of assessment are based on what students achieve in learning
process
c. Using sustainable assessment
d. Result of assessment used to decide the next step
e. Assessment has to be suitable with learning experience that done in
learning process
6. Deciding time allocation
In deciding time allocation for each KD, it is based on effective week and
time allocation for each subject.
7. Deciding learning source
Learning source is object or thing used in learning activity e.g.: nature,
culture, social, physical environment. Etc.
Lesson plan is one of curriculum tools and teachers have to master in
conducting the lesson plan. The benefits of lesson plan as 2013 curriculum tools:
46
1. If curriculum tools are good, it will make a positive effect in learning
process. Curriculum tools will help the teacher in teaching and learning
process
2. Learning process will be systematic and in a good direction, also achieving
the objective because curriculum tools are preparation for teacher in
arranging a meaningful learning process
3. Although curriculum tools can make a good contribution in creating an
effective learning process, there are some factors that obstruct developing
or conducting curriculum tools especially in 2013 curriculum are as
follows:
a. Lot of changes took place in term of curriculum policies in Indonesia. It
causes teachers to feel indolent in conducting and developing
curriculum tools e.g. lesson plan
b. Sample of curriculum tools from related to educational authorities are
used by teachers although it is not balanced with situation and condition
in the school. On of the reason is the teacher did not want to be
burdened with such activities.
Lesson plans arrangement must be adapted to the syllabus. Syllabus design
is one aspect of curriculum development but is not identical with it. A syllabus is a
specification of the content of a course of instruction and lists what will be taught
and tested. Lesson plan is arranged and prepared by the teacher based on the
syllabus with the following principles:
1. Fully load basic competence of spiritual attitudes, social attitudes,
knowledge and skills;
2. Can be implemented in one or more than one session;
3. Pay attention to individual differences of learners;
4. Student-centered;
5. Context-based;
6. Contemporary-oriented;
7. Develop independent learning;
8. Provide feedback and follow-up of learning;
9. Have relevance and coherence between competencies and between content;
and
10. Utilizing information and communication technology
In addition to the innovation of syllabus development, innovation also
occurs in the development of curriculum structure. The curriculum structure
formulated after going through a process of discussion and structuring the
curriculum. For senior high school, the curriculum structure in subjects divided into
47
two groups, named the compulsory subjects and the specialization subjects. The
specialization subjects group aims such as:
1. To provide opportunities for students to develop an interest in a group of
subjects in accordance with the scientific interest in the college.
2. To develop their interest in a discipline or a particular skill. English
centered into the two groups of subjects, so it provides more opportunities
for students who have the talent and interest to improve their ability in
English.
Related to the evaluation such as the aspects and the way, there are some
differences between the evaluation in the School Based Curriculum 2006 and the
evaluation in 2013 curriculum. The emphasis of evaluation in school based
curriculum 2006 is on cognitive aspect only and tests become the dominant method
of assessment. While in cognitive, affective, and psychomotor aspect
proportionally, so that the assessment of test of portfolio are complementary.
Evaluation of learning outcomes by educators is should be implemented in
the form of authentic and non-authentic assessment includes the result of students‟
observation activities, field assignment, portfolios, projects, products, journals,
laboratory work, and performance, as well as self-assessment.
I.3. The Implementation of 2013 Curriculum
Implementation is a process of applying ideas, concepts, policies or
innovations in the form of practical actions to give effect, in the form of practical
actions to give effect, in the form of changes in knowledge, skill, values, and
attitudes. Curriculum as an object of implementation is true. This is because the
curriculum has guidelines for its implementation. This is stated in UU number 20
of 2003 year about the national education system, that the curriculum definition, is
a set of plans and arrangements regarding the purpose, contents, teaching materials,
and methods used to guide the implementation of learning activities to achieve
specific goals of education.
The implementation of 2013 curriculum on learning activity in schools by
the teachers is implemented in three dimension, those are teaching learning
planning, teaching and learning process, and learning evaluation.
1. Dimension of Teaching and Learning Planning
In this dimension, teacher outlines the vision and mission or learning
objectives to be achieved. The attempt which should be done is considering all the
48
things which are needed and used in the study in order to achieve the wanted goal.
Everything is covered in the lesson plan.
As explained previously, in 2013 curriculum, teachers are no longer in
charge of developing the syllabus but make the lesson plan only. Here, the
selection of appropriate media becomes very important in order to suit the
techniques that used in teaching learning process. Media influence learning a lot
because it will relate to the students involvement. Media can be used in in direct
instruction, active learning teaching strategies and students projects.
If we reconsider the objectives of 2013 curriculum that students are not
only smart but also must have a good attitude and ability, then the role of the media
also cannot be ruled out. Media offers both cognitive and affective experiences. It
can provoke discussion, an assessment of one‟s values, and an assessment of self if
the media provide scenes or pictures with strong emotional content. Besides,
students can hone their analytical skills by analyzing media using the theories and
concepts they are studying.
2. Dimension of Teaching and Learning Process
Learning is a process of interaction between students and students, or
students and teachers with learning resources in a learning environment. The
characteristics of an ideal learning are interactive and inspiring; fun, challenging,
and motivating learners to actively participate; contextual and collaborative;
providing enough space for innovation, creativity, and independence of learners;
and in accordance with their talents, interest, abilities and physical and
psychological development of learners.
At this dimension, the teachers implement teaching learning strategies and
methods that should be in accordance with the approach in 2013 curriculum that is
the scientific approach. The scientific approach is a science process based approach
that is done through the process of observing, questioning, exploring or
experimenting, associating, and communicating. According to Anthony, approach
is the level at which theory is put into practice and at which theory is put into
practice and at which choices are made about the particular skills to be taught, the
content to be taught and the order in which the content will be presented. Within
one approach, there can be many methods.
49
I. Teaching English Practice in Senior High School
English is taught in secondary schools in the most efficiency way possible.
There are many reasons for this, most of them historical and administrative.
English teaching is subject to many external political considerations which may
justify spending enough money to make learning successful.
As stated in School Based Curriculum, the purpose of the English subject in
senior high school is to develop communicative competence in spoken and written
English through the development of related skills. This is the way the school
graduates are expected to reach information level. The learners will be able to
support their next study level through the ability of the English communicative
competence.
The current practice of English language teaching has been focused on
preparing the students to be able to communicate effectively by using the language.
English teachers have done their job very well in motivating their students to learn
and use the languages. They always try to use various interesting activities to
present the context of the given language items being discussed. Some of them
even give the explanation on certain language items accompanied by the context of
culture in which those items used. This fact is very common in the practice foreign
language classrooms. What may becoming the main concern is on whether the
presentation of this foreign culture is accompanied by the explanation of our own
culture. This remains an important question in the current practice of English
language teaching in this country.
What the teachers commonly do in their teaching is fulfilling the objectives
of the teaching and learning goals as stated in the current curriculum. Most teachers
are busy with finding suitable and relevant materials without having critical
analysis on the cultural biases that may be covered within the source materials.
What commonly come in their minds is finding the materials which are in line with
the objectives of the teaching and learning activities as mentioned in the
curriculum. It is generally agreed so far that the practice of English language
teaching will not be effective without discussing its culture. Most educators will
agree that teaching the language will be impossible without teaching the culture.
Every sentence, expression, word needs to be put in the context of culture of the
language.
In order words we may say that an English teacher could act as a cultural
agent as well. Every English teacher needs to realize this, if not they will not only
be the cultural agents but also be the agents of the new form of imperialism.
Teachers need to consider the fact that their students come from different cultural
background. Therefore, they need to have a critical analysis on the materials as
50
well as the learning resources to be given to the students in terms of western
cultural content.
The current English language teaching practice may lead the students to
have better understanding on foreign culture rather that their own culture or even in
the extreme way could lead them to make the foreign culture as theirs own culture
and make them internalize the norms as well as foreign cultural values in their daily
he lives. Some of our young students may have deep understanding on the foreign
culture rather than mastering the language. What may be the most important impact
of the current English language teaching practice is the loss of our own culture
since our young generations are no longer have clear understanding of it. The
valuable cultural norms and values will be left behind by its descendents as they
like to have and behave by using the foreign cultural norms and values. They may
even forget their cultural identity. All individuals engaged in the foreign language
teaching and learning process need to anticipate by having the cultural awareness
of the foreign culture and start having discussion on the national culture while
explaining the foreign culture in their classrooms.
J. Previous Related Studies
Studies on the teaching of speaking based on multicultural setting has been
widely conducted. To give a portrait of teaching and learning speaking at the
boarding school, it is mentioned some related previous studies from reputable
International journals, namely Ainon J.M. (2014), Judit Sarvari (2015),
Tonbuloglu, B., Aslan, D., & Ayudin, H. (2016), Augustine Uka Nwanyanwu
(2017) and Prachi Nada (2017)
Ainon, J.M. (2014) in her study “Teaching English in Multicultural
Classroom” explored a study which aimed to examines teachers‟ understanding of
an attitudes towards multiculturalism, and in so doing find out what are the
language teaching strategies used in promoting and enhancing successful
multicultural interaction.
Judit Sarvari (2015) in his study “Teaching English in Multicultural
Classes” explored a study which aimed the topic of learning style in different
cultures and investigated how they related to the students‟ performance.
Tonbuloglu, B., Aslan, D., & Ayudin, H. (2016) in their study “Teachers’
Awareness of Multicultural Education and Diversity in School Settings” explored a
concept of multiculturalism was in general perceived in terms of ethnic background
or difference in race and it is great importance to provide comprehensive
51
educational systems in which individuals in multicultural societies can live together
in peace.
Augustine Uka Nwanyanwu (2017) in her study “Effective Teaching of The
English Language in Multicultural Classroom: explored a study which effective
learning in multicultural classroom, the potential challenges to teaching and
provides diverse strategies that may improve teaching and learning in this context.
Prachi Nada (2017) in her study “Teaching Strategies in a Multicultural
Classroom” explored a study which a multicultural classroom is a blend of students
from various cultures to form a diverse learning environment. Where cultures not
only includes tradition and religion but also races, languages, ethnicity and living
condition. To combine all these in a classroom involves lots of creativity and
management skills of the teachers.
52
CHAPTER III
RESEARCH METHODOLOGY
A. Research Setting
The setting of the research is at Attaqwa Boarding School, it is located Jln.
KH. Noer Ali Ujung Harapan Bahagia Babelan Bekasi. In this school English class
twice a week, every Thursday and Friday and every meeting was be held twice a
week for 80 minutes (2x45 minutes/meeting).
B. Research Design
The kinds of this research was descriptive research. It describes students‟
opinion on Multicultural based on teaching speaking. According to Gay (2000, p.
275) a descriptive study determines and describes the way things are. Then, this
research used qualitative approach which focuses on evaluation research that
explains and describes events, phenomenon, and data happened in the field based
on the reality. Moleong (2006, p. 6) states that qualitative research is the study
intends to understand the phenomenon of what is experienced by the subject of the
research such as motivation, perception, behavior, and so on in holistic manner.
Dealing with the theories, this study has answered the questions about the
multicultural based on teaching speaking for Eleventh grade students at Attaqwa
Boarding school Bekasi.
C. Participants
The main participants of this research were eleventh grade students of
Attaqwa Boarding School. Those participants are later observed in their activity
during the English teaching and learning process. The researcher gained the data
from classroom activity, and the interview of the teacher, the vice principal of
curriculum, the vice principal of facilities, and also the vice principal of student
discipline. The research was held in about three months, includes observing
activities inside classroom, outside the classroom (the school environment) and
interview.
53
D. Research Instrument
The instrument of this research was the researcher herself by helped open-
ended questionnaire and interview guidance. As it is explained by Gay (2000,
p.19), the researcher realizes herself as the main instrument of data collection. It
means the researcher should enter the setting to get the data. In this case, certain
instrument that was used in this research, they were questionnaire and interview.
E. Data Collection Procedure
In this section, the researcher would describe the data collection or
procedures used to conduct the research. In other words, explain how the data were
collected and the procedures that were followed throughout the research. The
researcher would collect the data through observations and interviews:
1. Observation
According to Creswell (2012, p. 213) observation is the process of
gathering open-ended, firsthand information by observing people and places at a
research site. In this research, the observations were collected under natural, non-
manipulative settings using observation sheets. The observations of the participants
were conducted in their classroom which was the natural setting. The researcher
was a non-participant observer and sat in the back of room to avoid any
interference to the setting. As Creswell (2012, p. 215) a nonparticipant observer is
an observer who visits a site and records notes without becoming involved in the
activities of the participants. In the observations, some information related to
students` activities which included pre activities, main activities and post activities
in the classroom are gathered. An observation sheet was made to guide the
observation in order all the data was covered.
In this observation, the researcher conducted observational field-notes to
record the data. Creswell (2012, p. 217) divided observational field-notes into two
classifications, descriptive field-notes and reflective field-notes. In this research,
researcher conducted descriptive field-notes which means record a description of
the events, activities, and people (e.g., what happened). The observation guide was
formulated based on Creswell (2009, p.477) and the need of course to dig up some
information as follows:
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Table 3.1 Classroom Observation Outline
NO Object Observed Activities
1. Learning Problem The problems are found during teaching and
learning speaking activities based on
multicultural setting.
2. Learning Strategy The strategies are used by the teacher and/or
students to cope with problems were found
in teaching and learning speaking activities
based on multicultural setting.
3. Teaching Strategy The strategies are used by the teacher in
teaching speaking based on multicultural
setting.
4. Teacher`s Role The roles of English teacher during
classroom teaching and learning speaking
activities based on multicultural setting.
5. Student`s Role The roles of the students in dealing with
speaking English learning activities based
on multicultural setting.
2. Interview
In the interview section, the researcher tried to obtain some information
from the English teacher about English teaching and learning process for students
at eleventh grade students, developing the English syllabus, delivering English
materials, and conducting the evaluation of teaching and learning English.
Moreover to gain information about English teaching and learning process
for students at eleventh grade, the researcher would asked questions about the
general difficulties that faced by the students at eleventh grade students, the
differences in difficulty level of one student to another in English teaching and
learning process and the strategies that teacher used to minimized those difficulties
that faced by the students at eleventh grade.
Furthermore, to know information about delivering speaking materials, the
researcher would ask about the relevance between the English syllabuses and
delivering English materials for students at eleventh grade of Attaqwa boarding
school, the course book as main references that teacher used in delivering English
materials, the reasons for the teacher using the course book as main reference, the
other reference that teacher used in delivering English materials, the methods that
teacher used in delivering English materials, the media that teacher used in
55
delivering materials and the difficulties that teacher faced in delivering English
materials for students at eleventh grade. In interview the researcher also asked
about evaluation that teacher conducted in teaching and learning English which
consists of how the teacher conducted the evaluation to know the ability level of
students at eleventh grade in teaching and learning speaking English, kinds of test
that teacher used in evaluate students in teaching and learning English.
The form of interview that the researcher conducted in this research is one-
on-one interview. As Creswell (2012, p. 218) explained that the one-on-one
interview is a data collection process in which the researcher ask questions to and
records answer from only one participant in the study at a time. In case of this
research, the researcher only interviews the English teacher. In addition, in
practice, the question in the interview can evolve as needed. There are the
formulations of four main outlines of interview as follows:
Table 3.2. Content Outline of Interviews
NO Interview Interviewee Topic Outlines
1. Interview A The English
teacher of
eleventh grade
English
teaching and
learning
process for
students at
eleventh grade
1. The teacher`s
perceptions of the
difficulties that faced
by the students in
learning speaking
English
2. The teacher`s
perceptions of the
differences in
difficulty of one
student to another in
learning speaking
English
3. The teacher`s
strategies used to
minimized those
difficulties
2. Interview B The English
teacher of
grade XI
English
syllabus for
students at
eleventh grade
1. The teacher`s
perceptions of
developing English
syllabus at eleventh
56
grade of Attaqwa
boarding school
2. The teacher`s
perceptions of
developing and
creating English
lesson plan for
students at eleventh
grade of Attaqwa
boarding school
3. The teacher`s
perception of
relevance the syllabus
and lesson plan for
students at eleventh
grade of Attaqwa
boarding school
4. The teacher`s
perceptions of the
difficulty in creating
English lesson plan
3. Interview C The English
teacher of
grade XI
English
materials for
students at
eleventh grade
1. The teacher`s
perceptions of
relevance the English
materials and existing
syllabus
2. The teacher`s
perceptions of the
course book as main
reference in
delivering English
materials
3. The teacher`s
perceptions of the
method used in
delivering English
materials
57
4. The teacher`s
perceptions of the
media used in
delivering materials
5. The teacher`s
perceptions of the
difficulty in
delivering English
materials to students
at eleventh grade of
Attaqwa boarding
school
4. Interview D The English
teacher of
grade XI
English
Evaluation for
students at
eleventh grade
of Attaqwa
boarding
school
1. The teacher`s
perceptions of
conducting the
evaluation in teaching
and learning English
for students at
eleventh grade of
Attaqwa boarding
school
2. The teacher`s
perceptions of type of
test used in
conducting evaluation
for students at
eleventh grade of
Attaqwa boarding
school
3. Documentation
The researcher collected and studied several documents such as English
syllabus form the government, Existing English syllabus, lesson plan and teaching
materials. In this research, those documentations used to study teaching and
learning activities that are commonly used. The teaching and learning activities are
developed according to the needs of students to be applied in the classroom setting
involving students at eleventh grade of Attaqwa boarding school.
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F. Data Analysis Procedure
The data were analyzed based on the result of the open-ended questionnaire
and interview as the checking data trustworthiness. The result of interview, then
was analyzed in three steps, they are: first, reduction of the data. Second, data
display. Third is conclusion or verification of the data. According to Miles and
Huberman (2000, p. 129) to analyze the qualitative data consist of three activities,
they are:
1. Reduction of the data
The reduction of the data is interpreted as the process of the choice, interest
focused, simplifications, abstraction, and data information that exist from written
notes in the field. The reduction of the data was collected, the researcher continue
the reduction of the data by make conclusion, codification, investigate of theme,
grouping and write memorandum.
2. Data display
According to Miles and Huberman (2000, p. 11) data displays is the set of
of information that is arranged possible to give possibility to take a conclusion and
to take a treatment. In this step, the researcher analyzed teaching speaking based on
multicultural setting.
3. Conclusion for verification of the data
After reducing the data and display the data, the final step was conclusion
or verification of the data. The researcher concluded on teaching speaking based on
multicultural setting.
G. Trustworthiness
In analyzing the data, the researcher used triangulation of the data to find
clear information. According to Sugiyono (2012, p. 83) triangulation is the data
collection techniques that is combining various techniques of data collection and
data sources that already exist. Then, Moleong (2001, p. 178), triangulation is
technique of checking data trustworthiness that utilize something outside the data
as checking for comparing toward the data. In this research, the researcher did the
technique method triangulation to check the trustworthiness of the data to took the
information from the same in informants by using open-ended questionnaire and
interview.
In this research, the researcher did interview to check the trustworthiness of
the data from informant. As the first way, the researcher distributed questionnaire
to take the data from informants. Then, in order to check the credibility of the data,
the researcher did interview.
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1. Method
When the researcher will get a data by interviewing the English teacher, the
researcher then will make sure that the data were valid by getting the same data
from the observation in the classroom. In other words, in this research, method
triangulation will do to obtain the right information by different methods. Since the
methods to gain the data for this research were observation and interview, the truth
of the information that will get by applying those methods.
2. Source
In this triangulation, the researcher dig up the true significant information
through some methods and source data result. For instance, for interview the
researcher will interview the English teacher, observe the teaching and learning
activities used classroom observation note and studies several documentation to
increase the validation of data.
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CHAPTER IV
FINDING AND DISCUSSION
A. Finding
The finding will be a description of some data findings of this research. The
following points are taken into consideration as the objects of this research. The
descriptions are made in order to answer the research questions.
1. How is the teaching and learning process in the class based on
multicultural setting?
According to the interview with the English teacher, English teaching and
learning process in Attaqwa boarding school contains of two main activities, they
are a learning process which follows the Mininstry of Education which is held in a
classroom, and a learning process held out classroom.
Based on the observation that the writer conducted in class XI Attaqwa
Boarding School in 2017 the process of teaching and learning in Attaqwa Boarding
School is the same with other senior high school, either in the lesson plans or the
syllables. The process of teaching and learning which covers the four skills of
English, listening, reading, speaking and writing.
When an English teacher enter a classroom, the students are asked to stand
up and give a greeting, then they have to pray together. After that, directly the
teacher open the teaching process in the way of repeating the last material that was
taught, previously the teacher gives some points or ask some question related to the
main material that will be taught in that meeting. In this stage of learning process,
the teacher make the students to be active during the learning process by giving an
image related to the material, then ask the students to guess what material will be
taught by looking that image.
In giving the material, the teachers use the curriculum 2013, where in this
activity, the students are able to have a critical and rational thinking. In this
activity, the writer divides the study into four skill of English; a) listening, b)
speaking, c) reading and d) writing. In teaching listening skill, teacher uses a tape
recorder to convey the material and by using speech method. An English teacher
said that he tries making the students familiar with to listen a material. For the
evaluation, the teacher repeats the material and followed continuously by students
until they can comprehend what the teacher says. Besides the students study how to
give a response for teacher‟s statement, they are also asked to pronounce some
English word or sentence that the teacher says. The teacher also asks the students to
have courage to speech in front of classroom in order to make them be familiar
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with speech activity in front of others. In the way of making them be familiar with
speaking, the teacher gives a speech or conversation script to the students.
In teaching reading process, the teacher asks students to read a text that is
related to material they taught. The way that is used to convey this skill, the teacher
asks them to read the text one by one, then the teacher give a correction for their
pronunciation and give a correct one for their wrong pronunciation. In teaching
writing skill the teacher asks students to arrange some sentences, check of some
words, and also make a composition related to the material. In this activity, the
teacher tends to be active because there are some students still have some problems
with the way to write composition.
Before the teacher close the learning process, the teacher repeats, give a
conclusion about the taught material, and give some assignment as the matter for
evaluation. A teacher adds that in order to gain the speaking assessment, the
teacher always grade the students by seeing a quantity of vocabulary that they
master when they speech in front of classroom. There are some English learning
processess in Attaqwa boarding school.
1. Daily Activity
Vocabulary is one of the elements of the language that must be mastered by
students in Attaqwa boarding school to get an easier communicate, because
language is a set of basic a vocabulary. Basically, not all boarding schools are
learning vocabulary, for it is essentially vocabulary learning in boarding school to
implement the system of two languages, one of which there are in Attaqwa
boarding school, where is implementing of education system in boarding school
has two languages, namely: English and Arabic, who practiced in everyday life.
With the vocabulary needed by students to speak in Arabic and English in their
daily. There are many excess of in vocabulary learning system in Attaqwa boarding
school includes; 1) increase a vocabulary; 2) make it easier for the students to
translate a sentence; 3) streamlining the students in speaking in a language such as
Arabic and English which is done in the cottage to be applied in everyday life; 4)
those students can recite the vocabulary used in daily life properly.
Vocabulary is an important factor in all language teaching and of critical
importance to the typical language learner. It is considerably large and also varies
in number. No one can master all of the words of any language, but they can enrich
the stock of words. The larger the vocabulary of the students, the more chance they
have the ability of reading and writing. therefore, it is the task of the English
teacher to help their students to improve their vocabulary along with grammar and
pronunciation. Besides the daily learning process in classroom, the English learning
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process is also held on daily morning as long as fifteen minutes. In this morning,
each student has to memorize at least fifteen words in English. They have to
remember by saying those words, because they will get punishment if they do not
do that. If they have mastered those fifteen words, they will be given the other five
words, and so on. This activity called Morning Vocabulary.
2. Weekly Activity
a. Conversation
This conversation is held every Wednesday. This activity is called Morning
conversation. In this activity, each student is asked to make a conversation and
practice it with their friends. This activity is under the guidance of Central
Language Improvement. Every week this section provides the certain theme. The
students should make a conversation based on the theme provided. In the process,
students make a long line in front of their dormitory. They stand face to face with
their own partner. The language section of each dormitory look around and
supervise this activity in order to make sure that students make a conversation with
their friends. With the system of conversation there is a lot of benefits that can be
taken, namely to simplify and facilitate the students for using speaking language
(Arabic and English) and also accustom themselves to speak the language fluently,
as well as the courage of the students trained in talking with other people.
b. Speech Practice
Speech practice is held every Monday afternoon. The students are designed
in groups with the variety of class or grade. Every group has their own place and
contain of 25 – 30 students. All students are asked to make a speech script and to
practice a speech in front of others. They make a presentation of their script by
turns. Speech practice run at the school consists of three languages, namely Arabic,
English, and Indonesian. The main goal of the speech practice is to print the
students a mentally strong, able to speak in a dignified manner, and able to express
ideas and ideas to the audience, as well as adding the ability to speak both in
quantity and quality vocabulary.
The aim of daily and weekly activity is to practice and make students usual
to communicate in English with another. These activities exist under the language
institution in Attaqwa boarding school. For the curriculum, there are also the
syllabus and lesson plans. They are almost the same as the syllabus and lesson
plans of curriculum 2013. By the existing of this curriculum, it becomes one of
supporting factors of English learning process of curriculum 2013.
3. How do the students learn speaking?
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In this research, the researcher only focused on students with at eleventh
grade in Attaqwa boarding school. In this classroom there were thirty two students
with different cultures.
Furthermore, the researcher considers that it is necessary to give the
description of some features including the English teaching and learning activities
in the classroom and the students at eleventh grade in Attaqwa boarding school in
learning speaking in order to make a brief representation of the data.
a. English Activities in the Classroom
To gain the natural information as what ecxpected from case study, the
researcher had carried out the classroom observation during English teaching and
learning activities in this classroom. This classroom observation conducted about
seven times and the researcher observed by directly involving herself in the class to
do field notes. The English subject at eleventh grade of Attaqwa boarding school
conducted once a week on Friday, it began at 08.30 A.M until 10.00 A.M. The
information about classroom teaching and learning will be described into theree
stages in teaching and learning process, they are: pre-activities, main activities and
post activities.
1) First Meeting
It was the beginning second semester at Attaqwa boarding school, when the
researcher took observation classroom in eleventh grade. In the pre-activities, 1. the
teacher prepared the students to follow the learning process such as praying,
attendance, preparing textbooks. 2. The teacher motivated the students contextually
in accordance with the learning benefits of text description of the sights in
everyday life, such as tourism promotion brochures so they can choose the desired
holiday spot. 3. The teacher asking questions to review the previous material and
also about the image of the sights being displayed related to the material to be
learned. 4. Describe the learning objectives or basic competencies to be
achieved; and conveying material coverage and explanation of activity description
according to syllabus
In the main activities, teacher told the students:
Observation (5‟)
1. The students were divided into groups of 6 and saw the video about asking and
giving suggestion so they watched carefully the video.
2. The students identify phrases that show about asking and giving suggestions.
3. The students learned to find key ideas, detailed information and certain
information from the video.
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Question (5 ')
1. With teacher guidance and direction, the students asked the question about the
variation of asking and giving suggestion in English, especially about social
function, text structure, and linguistic elements.
2. The Students ask the question about the main idea, detailed information and
certain information from the video.
Collecting Information (5 ')
1. The students in groups read variations of asking and giving phrases in the form
of dialogue with appropriate pronunciation, word pressure and intonation
2. The students in groups find key ideas, certain information and detailed
information and social functions of the description text seen and heard.
Associating (5 ')
1. The students compared the expression of asking and giving suggestion from the
video with the students‟ work result in groups
2. The students got feedback from teachers and friends about each sentence they
told in groups.
Communicating (5')
1. In pairs, the students posed a dialogue about asking and giving suggestions in
accordance with the purpose of social function, structure and elements of
language.
2. The students delivered job result on asking and giving suggestion according to
the guidelines the teacher prepared.
3. Each group, publish the work of learners in groups.
In the post activities, the teacher provided feedback on learning processes
and outcomes, undertake follow-up activities in the form of individual assignments
to make the expression of asking and giving suggestions from the internet and
relevant book sources and informed the learning activity plan for the next meeting,
finally the teacher closed the lesson by asking the students to pray together.
2) Second Meeting
In the pre activities at the second meeting, the teacher greets the students,
pray together, giving motivation to learn. And the teacher opened the lesson by
asking the students about asking and giving suggestion, after students answered her
then teacher gave the brainstorming in the form of questions in accordance with the
material to be delivered such as:
a. What was you feeling?
b. Were you scared or angry?
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The teacher Explained the purpose of learning or basic competencies to be
achieved (Based on my questions previously, Now, please guess!
Delivering material coverage and explanation of activity description
according to syllabus. (ie the material of the expression states and asks about
feelings and thoughts, how social functions, text structures, language elements and
grammar, intonation, and word
In the main activity, teacher told the students:
Observation
1. The students listened and read many sentences that state and ask about opinions
contained in the video
2. The students followed the interaction of statements and questions about stating
and asking about opinions or opinions
3. The students mimic examples of sentences that state and ask about opinions or
opinions
4. The students identify sentences that express and ask about opinions or opinions
Questioning
With the guidance and direction of teachers, students question, among other
things, the differences between various expressions and ask about opinions or
thoughts in English
Exploring
1. Students are given a script in the form of dialogue and practice opinions or
opinions contained in the script in pairs
2. Students respond and provide opinions or opinions contained in the manuscript
3. The student plays a conversation about giving opinions or opinions made by the
students themselves in front of the class
In the post activity, teacher gave the task to the students to read newspapers
or magazines then provide opinions on the article and teacher closed the lesson by
asking the students to pray together.
3) Third Meeting
In the pre activity, teacher greet the students, attendance and pray together
in the classroom. Opened the lesson by asking the assignment before and review
the last material.
In the main activity, the teacher told the students:
Observation
1. The teacher showed the reading in chapter 2 of the student book
2. The teacher explains the genre in the text to be studied, the text is one example
of an article containing an author's opinion of a bullying event taken from one
of the magazines
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3. Students found many examples of articles containing opinions on magazines or
newspapers.
Questioning
1. Students are asked to read the text in the book
2. While reading the students are asked to write down questions if there is a thing
or text content that is not understood
3. After reading the students are asked to convey what they understand from the
reading, the teacher seeks to explain each paragraph by different students.
Exploring
1. The students are asked to write opinions on some of the things in textbooks
2. The students made conversations about opinions
3. The students revised the reciprocity provided by the teacher
Associate
1. Students group the same opinion by comparing the given reason
2. Students compare information in the form of facts and opinions
Communicate
Students determine the theme of a busy discussion or trending topic in the
media then students ask opinions to parents related to the theme
In the post activity, teacher closed the lesson and gave them a home work
which is the students are given the task to write down the problem in the study
journal
4) Fourth Meeting
In the pre activity, as usual teacher opened the lesson by greeting the
students and pray together, then wrote down the name of day and the date of today
on the white board. While teacher wrote down the name and the date of today,
teacher told the students that objective of English material today is about invitation.
The teacher asked the questions that relate previous knowledge to the material to be
learned then explained the learning objectives or basic competencies to be
achieved; and conveying material coverage and explanation of activity description
according to syllabus
In the main activity, teacher took out the packet book and wrote down
several vocabularies on the white board. There are fifteen vocabularies in English
language and the meaning in Indonesian language. The teacher wrote one of
example about invitation. Moreover, teacher instructed all students to take out their
book and wrote down all vocabularies on the white board into their books.
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Observing
1. The students saw the examples of invitations.
2. The students read the invitation text provided
3. The students identified and record the words of the invitations given
Questioning
1. With the guidance and direction of teachers, learners questioned, among other
things, differences and similarities between official and unofficial letter of
invitation.
2. The students asked about the various contexts of the use of official and
unofficial invitations in English and Indonesian
Collecting Data (Exploring)
1. The students identified what should be listed in an invitation letter.
2. The students answered the questions or specified parts of the invitation letter
3. The students looked for examples of invitation letters on the internet
Associating
1. The students in groups read an invitation text in Indonesian and English
2. The students in groups compare and record differences between official and
unofficial letter of invitation in Indonesian and English
Communicate
1. Students in groups report the results of comparing official and unofficial letter
of invitation in Indonesian and English
In the post activity, 1. The teacher provided feedback on learning processes
and outcomes; 2. The teacher together with learners conclude learning 3. The
teacher conducts follow-up activities in the form of individual assignments 3. The
teacher gave the students a homework to memorize those vocabularies at home. 4.
Then teacher closed the lesson by asking the students to pray together.
5) Fifth Meeting
In the pre activity, teacher opened the lesson by preparing the students to
follow the learning process such as praying, attendance, and preparing textbooks;
Motivate the students contextually according to the benefits of personal letter
writing. and describe the learning objectives or basic competencies to be achieved;
and conveying material coverage and explanation of activity description according
to syllabus.
In the main activity, teacher told the students:
Observation
1. The students were divided into groups of 4 people, then learners are asked to
see a video show about the correspondence. After analyzing the video, the
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teacher asks the students to read samples of personal letters given by the
teacher
2. The students imitated examples of pronunciation of sentences in the personal
letter with teacher guidance.
3. The students learned to find key ideas, detailed information and specific
information from personal letters that are read through some referral questions
Questioning
1. With the guidance and direction of teachers, students questioned, among other
things, differences between the various text of personal letters that exist in
English, especially about social functions, text structure, and linguistic
elements.
2. The students ask the question about the main idea, detailed information and
certain information from the text of private letters
Collecting data
1. The students in groups read descriptive text in the form of an example of a
personal letter that has been brought with the pronunciation, the exact word
pressure and intonation
2. The students in pairs found key ideas, certain information and detailed
information as well as the social function of personal letters being heard.
3. The students in groups found key ideas, certain information, detailed
information, social functions, text structures, and linguistic elements of a
personalized letter read
In the post activity, the teacher provided feedback on learning processes
and outcomes, informed the learning activity plan for the next meeting and the last,
the teacher closed the lesson by asking the students to pray together.
6) Sixth Meeting
In the pre activity, the teacher prepared the students psychologically and
physically to follow the learning process by greeting, inviting learners to tidy up
their classes and performances, inviting learners to initiate activities by praying,
and checking the attendance of learners. Teacher asks questions about learned
English material or has been known before. Teachers convey about learning
objectives or basic competencies to be achieved. Teachers deliver material
coverage and activity description according to RPP.
In the main activity, teacher told the students:
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Observation
1. The students listen and imitate teacher's remarks
2. In pairs of learners used the practice of roles by using the expression states and
asks the ability to perform an action and response by using the correct
intonation and pronunciation
3. The students identified direct phrases using expressions stating the ability to
complete the sentence of the passenger
Questioning
With teacher guidance, the students were motivated to ask questions about
social functions, text structure and linguistic elements of expression and ask the
ability to do something
Exploring
1. The students made some groups.
2. The students interviewed classmates using expressions asking for skills and
supplementing tables available on student books.
3. Group by sentence based on interview data
Associate
The students exchanged group results with other groups and mutually
correct errors
Communicate
1. The students present their revised group results
2. Together with teachers giving feedback on other group presentations
Moreover, in the post activity, Teachers and learners jointly summarized the
material already learned at this meeting, asked the questions to learners to help
them reflect on their learning activities, assigned the learner to practice giving
instructions and noting to the learner to say the phrase, explained the planned future
learning activities. And the last, the teacher closed the lesson by asking all students
to pray together.
7) Seventh Meeting
In the pre activity, the teacher prepared the learners psychologically and
physically to follow the learning process by greeting, inviting learners to tidy up
their classes and performances, inviting learners to initiate activities by praying,
and checking the attendance of learners. The teacher asked the questions about
learned English material or has been known before. The teacher conveyed about
learning objectives or basic competencies to be achieved. And the teacher delivered
material coverage and activity description according to RPP.
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In the main activity, the teacher told the students:
Observation
1. The students listened and imitated teacher speech
2. In pairs using the practice of roles by using expressions and asking the
willingness to perform an action and response by using correct intonation and
pronunciation
3. Identify a direct sentence that uses the expression states the willingness to
complete the sentence of the passenger
Questioning
With teacher guidance, students are motivated to ask questions about social
functions, the structure of texts, pronunciation, vocabulary and linguistic elements
of expression stating and asking to do something
Exploring
1. The students make some groups
2. The teacher asked students to distinguish the use of a sentence that states and
asks for ability and willingness
Associate
1. The students read a few sentences related to the expression of the willingness
2. The students rewrite sentences that use expressions of willingness
3. In pairs write some dialogue based on the picture that is on the student's book
Communicate
1. Students present their revised group results
2. Together with teachers giving feedback on other group presentations
Moreover, in the post activity, the teachers and inverts are examined
together to summarize the materials already studied in this meeting, asked the
questions to learners to help them reflect on their learning activities. explained the
planned future learning activities and the last the teacher closed the lesson by
praying together.
4. How does the teacher assess the students speaking performance?
Assessment is the most important in a learning system results at the schools,
evaluation system in Attaqwa boarding school is basically the same with other
school, but are so distinctive from other schools, that in no boarding school exam.
So, in Attaqwa boarding school has two systems of evaluation, evaluation of
school and boarding school.
In the learning process classroom, the teacher always evaluate the students
each completed lesson. Based on the results of interview with teacher: I always do
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an evaluation of the student by speaking assessment methods. Basically, English
learning can be said to be maximal if the students is able to speak and understand
to what teachers say. The teacher is not only assessing students assessment based
on their worksheet or examination but also from their daily conversation. Teacher
can score whether it is good or bad from their daily conversation. Student‟s
performance also being assessed.
There are several difficulties that the school faced. The writer takes a
conclusion that there are three points of difficulties: a) Policy. The first
difficulties faced by Attaqwa boarding school was from the law of the
government which is not the same with nowadays law. The school management
and the teachers cannot firmly treat the misbehavior students. There are some
limitation and regulation that overly indulgent the students. Previously, it is the
school‟s policies how to treat the misbehavior students. For example in treating
the students, that does not obey the regulation of language. In the previous
chapter the writer has been stated that the school required the students to use two
languages in their daily activities based the weekly schedule in Arabic week or
English week. But the headmaster adds that if there is a language infraction, the
language institution has already prepared the vest of infraction. So if there is a
student which does not speak English when in English day, they will be punished.
By this rule students are inevitably use the language and indirectly used to speak
either in English or in Arabic. In now day, this kind of regulation cannot be
completely conducted by the school it collided with government regulation. b)
Student laziness. In other hand, an English teacher adds that one obstacle factors
from their internal factor, that is the laziness of the student. Many students are
sleeping in the classroom, have students also showed their laziness in other
activities. c) Students‟ daily activities. Beside the factor above, there is also the
other factor, which is the schedule of students‟ daily activities. the students start
their day from 4 o‟clock in the morning and end it by 10 o‟clock in the night. It is
full activities which have to be done by students. Based on the observation result,
the heavy schedule makes the students tired, and it becomes one of big obstacles
in English learning system. Since, the students; time to take a rest is just a little.
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B. Discussion
Based on the data that had been presented, further verification was to make
conclusions. The researcher verified the research by making conclusion of data
finding. From this initial conclusion, there is still a possibility of changes if other
facts found.
1. Teaching and learning process based on multicultural setting in the class
Nowadays, as it was already stated above, the teaching-learning process is
learner- centred, which means that students are considered to be partners to
teachers, they are considered to be partners with teachers.In term of teaching and
learning activities for students at eleventh grade of Attaqwa boarding school, the
researcher encountered some problems based on the result of classroom
observation note and the result of interview with the English teacher. They are:
According to O‟Malley and Chamot (2000:1) “learning strategies are
special thoughts or behaviors that individuals use them comprehend, learn, or
retain new information”. There are three strategies of learning strategies by
O‟Malley and Chamot (2000, pp. 44 – 45), there are metacognitive strategies,
cognitive strategies and socio-affective strategies. The students in Attaqwa
Boarding School used almost all the learning strategies to improve their speaking
in English. In metacognitive strategies the students used Selective Attention, Self-
Management, Self-Monitoring and Self-evaluation.
The first strategy is selective attention. In learning speaking, the
students chose the topic and described it then made some concepts which include
its pronunciation, intonation, and its expression use that will be presented in
their conversation or speech.
The second strategy is self-management. In this case, after knowing their
skills bound, the students tried to do something that helped them to improve their
speaking skill. The students did some activities such as consultation with their
friends and try to create good atmosphere in order to memorize new vocab. Self-
management helped students to measure their ability and made them to create
some activities which develop their speaking.
The third strategy is self-monitoring. In this case, the students had to
understand that pronunciation, vocabulary, and expression precision are important
thing in mastering speaking skill. The students did some activities which helped
them to measure their accuracy in using of pronunciation, vocabulary, and
expression precision by using some activities such as asking lecturer, searching in
dictionary, and consulting with their friends.
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The last strategy is self-evaluation. In here, the students needed to evaluate
their speaking skill. They evaluated by having conversation with native speaker to
practice their speaking and to know how far their speaking ability.
In cognitive strategies the students used Resourcing Translation, Repetition,
Grouping, Deduction, Imagery, Keyword method, Inferencing and Note taking.
There are some strategies applied by the students
The first strategy is resourcing. From the research findings, it can be
showed that the students applied the resourcing learning strategy in
mastering their speaking skill. It could be proven that the student not only
depended on the material from the teacher but also depended on the other
materials, especially from internet, books and dictionary.
The second strategy is repetition. According to the results of interview
and observation, the writer concluded that the application of the repetition learning
strategy is good in improving speaking because the student learned the foreign
language and they had to imitate the foreign language dialect in mastering their
speaking.
The third strategy is grouping. In here, the students explained about their
manner to arrange their speaking materials. Student preferred to search the
synonym of new word in order to get new knowledge
The fourth strategy is deduction. The writer concluded deduction
learning strategy is useful to help the students in learning speaking because by
applying the rules in learning speaking.
The fifth strategy is imagery. According to the results, the writers concluded
that, imagery learning strategy helped the students in combining the students‟
concept to learn the speaking materials.
The sixth strategy is key word. In this case, the main point of key word is
remembering a new word in the second language by identifying a familiar word
in the first language that sounds like or otherwise resembles the new word.
According to the results, the writer concluded that key word learning strategy
helped students in adding their vocabulary to support them in mastering speaking
skill.
The seventh strategy in cognitive strategies is inferencing. In here, the
main point was guessing the meanings of words whose meaning did not know.
From the results, the writer concluded that the students applied the inferencing
learning strategy in mastering their speaking by guessing the meaning from the
context of the sentences and through summarizing the word that students
understand.
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The last strategy is note taking. According to the results, the writer
concluded that the students applied the note taking learning strategy in mastering
their speaking skill by writing the points or something important about the
materials and making something which helped them understand the materials such
as making a chart of concept that will be developed
In Social affective strategies the students used cooperation and questioning
for clarification. There are some strategies that used by them: The first strategy
is cooperation. In here, the main point is the students‟ activities, especially their
English conversation practices in daily activities to improve their speaking ability.
According to the results, the students try to asking their friend to help them in
memorizing sentences or vocabulary in speaking skill.
The last strategy in socio-affective strategies is question for clarification.
According to results of interview and observation, student in Attaqwa boarding
school active to ask about the pronunciation in speaking whether it is correct or
not. Based on the result above, the writer concluded that question for clarification
learning strategy is appropriate to help students in clarifying the speaking
materials that they do not understand. Those strategies that used by students in
Attaqwa boarding school make them know more about speaking English. They
can more confident in speaking English and can apply their knowledge in their
daily activity.
2. Learning speaking based on multicultural setting for students at
eleventh grade of Attaqwa boarding school
There is never enough time for everything that teachers want to do in
classrooms with their students, however, they should always find time for
practicing speaking. Speaking is a necessity in every single lesson. Students are
supposed to learn a foreign language probably at every single school in our
country, because it is considered to be very good for them and some day in the
future they will need it for sure. In our country, it is the English language that is
considered to be the most important. It can rise from the fact that English is often
labeled as a global language and everybody can speak it at least a little bit. So
children start with learning foreign languages very early; some of them want to,
some of them are not really interested in it, but they have to. Whatever the situation
is, teachers should be able to include everybody in the teaching-learning process.
Talking about English teaching and learning process at the school could not
be separated from English syllabus and lesson plan. As Nunan (2002, p.6) defined
syllabus as a statement of content which is used as the basis for planning courses of
75
various kinds, and the tasks of the syllabus designer is to select and grade this
content. Syllabus could be a term of the selection and grading of content, or
whether they it should also tempt to specify and grade learning tasks and activities.
A lesson plan is one of the key elements for an effective delivery of
knowledge in classroom from a teacher to the students. It is one of the feasible
tools that any effective teacher should have each time they walk into a classroom to
begin their daily duty. A lesson plan no doubt helps a teacher to efficiently manage
his or her class and consequently command respect among his or her students as
well as to ensure that his or her students grab the concepts with little difficulties.
However, the syllabus and lesson plan have several differences. Syllabus
usually consists of list of subject, content outline for each subject, broad time
allocation, Standard Competence (KI) and Basic Competence (KD). Syllabus
usually set up by committee who consists of people who supervise and controls
subject quality. Whereas, the lesson plan is a teacher`s detailed description of the
subject of instruction for an individual lesson to meet the objective of the lesson.
Lesson plan usually consists of lesson title, time that required completing the
lesson, list of required materials, enabling objective, instructional component and
evaluation. In other words, the content of syllabus is simplified version of a
curriculum for students` understanding, whereas the content of lesson plan is
detailed guidelines for teachers to carry out the lesson.
Based on explanation above, the English teaching and learning process for
students at eleventh grade of Attaqwa boarding school could not be separated with
English syllabus and lesson plan. In line with developing English syllabus for
students at eleventh grade of Attaqwa boarding school, the researcher also
interviewed the teacher about developing and creating the English lesson plan
because syllabus and lesson plan could not be separated in teaching and learning
process.
On the contrary, the English syllabus that teacher received from the
government was quite heavy for students at eleventh grade of Attaqwa boarding
school. It can be seen from the Standard Competence (KI) and Basic Competence
(KD) of the syllabus form the government, for instance in Standard Competence
the students with intellectual required to:
a. Understanding and applying of knowledge (factual, conceptual and
procedural) based on the students` curiosity about science, technology,
art, culture related to real phenomena and real event.
b. Processing, providing and analyzing in concrete area (using, describing,
modifying, and making) and in abstract area (writing, reading, calculating,
76
drawing, and arranging stories) which appropriate with teacher taught at
school and other source which same perspective and theories.
In term of developing and creating English lesson plan for students at
eleventh grade of Attaqwa boarding school, the teacher used this adopted syllabus
as main reference in developing and creating English lesson plan. According to the
teacher, this adopted syllabus more suitable for the students in her class. In
addition, the indicator and materials in this adopted syllabus more suitable for the
students` ability and for the students` needs.
There are many reasons why students should be put into groups and interact
with each other. This is of course the main reason to give students a chance to
communicate. Group work as such also offers many others opportunities how to
help students. They believe that activities which are not personal, such as games,
problem-solving, information gathering or reporting, should be replaced by
activities which make students sharing their feelings, beliefs and values. They
work with these six strategies:
a. Restructuring
This strategy is used to break down expected classroom structures and to
minimize students' fears. Restructuring activities are usually non-personal,
non-verbal and students communicate through actions, drawings or written
statements.
b. One-centred
It gives students an opportunity to “be heard and seen”. It provides individual
attention and acceptance of the whole group. However, it is done on a
voluntarily and students can choose, whether they would speak from their
seats or stand up in front of the class.
c. Unified group
This technique requires the participations of all students in the group. It helps
to establish co-operation and value of each group member. Everybody must do
their parts in the activity, otherwise it could not be completed successfully.
d. Dyads
Activities done in pair work. It gives students a chance to share their own
feelings and emotions and to give them some privacy at the same time. Before
the actual speaking, they can think about it and after that they can share their
thoughts and ideas.
e. Small groups
In small groups, students learn, how to co-operate with each other. Not only do
they develop their speaking skills, but they also practise their listening skills
77
and and improve the listening patterns, such as sharing their attention, fair
interruptions and turn-taking.
f. Large groups
The goals for large groups are the same as goals for smaller groups, only with
more people involved.
Teachers can either be a part of these conversation techniques, or they can
stay behind and observe their students. Mostly there are not involved in students'
activities directly, nevertheless, when students are in need, they are in roles of
facilitators and participators.
78
SYLLABUS
Nama of School : Madrasah Aliyah Attaqwa
Class : XI
Subject : English
Competency Standard : Speaking
Expressing meaning in conversation and interpersonal transactional very simple to interact with the immediate
environment
Basic
Competency
Topic Learning
Activities
Indicator Student’s
Character
Assessment Timing
Learning
Resources
3.1. Expressing
meaning in
transactional
and
interpersonal
conversation by
using a variety
of oral language
is very simple,
accurate,
current, and
thanks to
interact with the
immediate
environment
that involves
speech acts:
greeting,
farewell, thanks
and apology
Oral and
written text
for the
greeting,
take-leaving,
thanks and
apology
Social
Function
Maintain
interpersonal
relationships
with teachers
and friends
Text
Structure
(The phrase
rote, no need
Observe
Students
imitating models
of interaction
greeting, take-
leaving, thanks
and apology
With the
guidance and
direction of
teachers, students
identify traits -
traits interaction
greeting, take-
leaving, thanks,
and apologies
(social function,
structure and
elements of
language text)
Utter form
greeting, take-
leaving, thanks
and apology
Inquire form
greeting, take-
leaving, thanks
and apology
orally with
accurate,
current and
thank
Courage
Respect
Assessment
Criteria
The level of
achievement of
the social
function of
greeting, take-
leaving, thanks
and apology
The level of
accuracy of the
elements of
language:
grammar,
vocabulary,
pronunciation,
word stress
and intonation
4 x 45
minute
Text
book
Internet
79
to explain the
grammar)
A: Good
morning.
B: Good
morning
A: How are
you?
B: Fine,
thanks.
A: Good bye
B: Bye
A: Thank you
B: You are
welcome
A: I'm sorry
B: That's fine.
Question
With the
guidance and
direction of
teachers, students
questioned,
among others,
the differences
between the
various
expressions of
greeting,
farewell, thanks
and apology in
English, the
expression
differences that
exist in
Indonesian, the
possibility of
using another
expression, etc.
Explore
Students say
hello, say
goodbye, say
thank you, and
apologized in
English
Associate
Students
compare the
How to Valuate
Work Method
Playing the
role of
interaction in
the form of
greeting, take-
leaving, thanks
and apology
The accuracy
and
appropriatenes
s of using the
structure and
elements of
language in the
expression of
greeting,
farewell,
thanks, and
apologies and
responses
Observation
Efforts to use
English to say
hello,
goodbye,
thank you, and
apologize
Seriousness of
students in the
80
expression of
greeting, take-
leaving, thanks
and apology in
English
Communicate
Students say
hello, goodbye,
thank you, and
apologized.
learning
process in
every stage
Politeness and
concern in
implementing
communicatio
n
Basic
Competency
Topic Learning
Activities
Indicator Student’s
Character
Assessment Timing
Learning
Resources
3.2. Expressing
meaning in
transactional
and
interpersonal
conversation
using a very
simple range of
spoken
language
accurately,
fluently and
thankful to
interact with the
immediate
environment
that involves
speech acts: say
hello to a
stranger,
Simple oral
and written
texts to
inquire, and
respond to
introductions
oneself
Social
Function
Introduce
yourself to
establish
interpersonal
relationships
with teachers
and friends
Text
Structure
Observate
Students follow
the interaction of
self-introduction
With the
guidance and
direction of
teachers, students
identify the
characteristics of
the interaction of
self-introduction
(social function,
the structure of
the text, and
linguistic
elements)
Question
With the
Reveals a variety
of speech acts:
Greet people
yet or already
known
Self-
Introducing or
others
Respect
Courage
Assessment
Criteria
The level of
achievement of
the social
function of self-
introduction
The
completeness
level of
introductory
text structure
The level of
accuracy of the
language
elements:
grammar,
vocabulary,
pronunciation,
word stress,
4 x 45
minute
Text
book
Internet www.dailyengli
sh.com
81
introduce
yourself or
others.
My name is
....,
I live in......
I'm......
Linguistic
Elements
Vocabulary
subject
pronoun
and
possessiv
e
adjective
Pressure
word
Intonatio
n
Topic
Various
issues related
to the
interaction
between
teachers and
students
during the
learning
process
within and
outside the
classroom
guidance and
direction of
teachers, students
questioned
Among other
differences
between the
introductory
phrase in
English,
differences in
expression with
that in
Indonesian
Explore
Students acquaint
themselves with
the English in the
context of
simulation, role-
play, and other
activities are
structured
Associate
Students
compare the
introduction of
self-expression
has been studied
that exist in
various other
intonation
How to Valuate
Work Method
Role play in the
form of self-
introduction
interaction
The accuracy
and
appropriateness
of using
structural and
linguistic
elements in self-
introduction
interaction and
response
Observation
Efforts to use
English to
introduce
themselves
when an
opportunity
arose
Seriousness of
students in the
learning process
in every stage
Conduct
mannered and
82
sources
Between
Students
compare
introductory
phrase in English
Communicate
Students acquaint
themselves with
the English
language, inside
and outside the
classroom.
Students write
down the
problems in
using English to
introduce
themselves
care in
performing
communication
Conduct honest,
disciplined,
confident, and
responsible in
implementing
communication
83
SYLLABUS
Nama of School : Madrasah Aliyah Attaqwa
Class : XI
Subject : English
Competency Standard : Speaking
Expressing meaning in oral texts short functional very simple to interact with the immediate environment
Basic
Competency
Topic Learning
Activities
Indicator Student’s
Character
Assessment Timing
Learning
Resources
4.1. Reveals
the meaning
of speech acts
very simple
short
functional
accurately,
fluently, and
thank to
interact with
the immediate
environment
Short
Functiona
l Text:
Instru
ction
Short
notice
Warn
ing
and
cautio
n
Social
Function
The
purpose, to
maintain
order in
personal
and public
safety
Observe
Students read the
several text:
instruction, short
notice, warning
and caution
Students observe
social function,
structure and
elements of
language
instruction, short
notice, warning
and caution from
various sources
Question
With the guidance
and direction of
teachers, students
questioned, among
others, the
1. Give and
deliver the text
of instruction,
short notice,
warning and
caution orally
and in writing
Responsibility
Respect
Assessment
Criteria
The
achievement
level of the
social
function of
the use of
text
The level of
completenes
s text
structure of
instruction,
signs or
warning
signs
The level of
accuracy of
the language
elements:
grammar,
3 x 45
minute
Text book
Internet www.dailyenglish.
com
84
Text
Structure
Formal
expression
:
Instru
ction:
Read
the
report
carefu
lly. No
studen
ts
should
be
late.
Alway
s
come
on
time.
Short
notice.
Keep
the
room
clean
and
tidy.
warni
ng or
differences
between various
text instruction,
short notice,
warning and
caution in English
Students are
questioning how
to find specific
information in the
text instruction,
short notice,
warning and
caution
Explore
Students read the
text of the
instruction, short
notice, warning
and caution to
friends and
teachers with
stress, intonation,
and the proper
pronunciation
Students practice
finding specific
information and
detailed
instruction in text,
short notice,
vocabulary,
pronunciatio
n, word
stress,
intonation,
spelling and
handwriting
How to Valuate
Observation
Assessment
of
responsibilit
y, caring,
cooperation,
and peace-
loving
Portfolio
A group of
student work
that reflects
the results or
outcomes of
learning
instruction
text, short
notice,
warning and
caution
85
cautio
n
Cauti
on:
Very
hot
water.
Dange
r, 240
volts.
Warn
ing
Dange
rous
chemi
cals
warning and
caution
Students obtain
feedback from
teachers and
friends of the text
instruction, short
notice, warning
and caution are
written
Students make
improvements to
the text
instruction, short
notice, warning
and caution are
written based on
feedback from
peers and teachers
Associate
Students analyze
the various text:
instruction, short
notice, warning
and caution, and
compare it with
the example given
Students analyze
the form of
sentences used in
the text
instruction, short
86
notice, warning
and caution
Communicate
Students present
the instruction
text, short notice,
warning and
caution that has
been corrected
based on input
from teachers and
friends
Students submit
the conclusion of
the study orally
Basic
Competency
Topic Learning
Activities
Indicator Student’s
Character
Assessment Timing
Learning
Resources
4.2.
Expressing
meaning in
oral texts idea
is very simple
short
functional
accurately,
fluently and
thankful to
interact with
the immediate
environment
Write a
label and a
list of
items (list)
Social
Function
Introductor
y
Identifying
Inventory
Text
Structure
The names
Observe
Students read
examples of object
names or the list
of goods in
accordance with
the classification
by taking into
account social
function,
structural text and
linguistic elements
Students imitate or
copy the example
of a structured
1. State the list
of items and
labels needed
Trustworthiness
Diligence
Assessment
Criteria
The
achievement
level of the
social
function of
the use of
text
The level of
completenes
s text
structure
The
accuracy
4 x 45
minute Text book
Oxford dictionary
87
of objects,
with or
without
number
Linguistic
Elements
article
a,
noun
plural
cardin
al 1 up
to 100
(one,
two
..., one
hundr
ed)
Spelli
ng and
handw
riting
and
clear
and
tidy
Speec
h, said
stress,
intona
tion,
Question
With the guidance
of teachers,
students
questioned among
other things, the
difference
between speech,
stress, intonation,
when presented
orally
Students gain
additional
knowledge about
the social
function,
expression and
structure of the
text, linguistic
elements, as well
as writing format
or delivery of a
variety of sources
Explore
Students read
examples of
written text label,
and a list of items
(list), with
attention to social
functions, text
structure and
level of
language
elements:
grammar,
vocabulary,
pronunciatio
n, word
stress,
intonation,
spelling and
handwriting
How to Valuate
Observation
Assessment
of
responsibilit
y, caring,
cooperation,
and peace-
loving
The
accuracy and
suitability in
writing write
label and a
list of items
Portfolio
A group of
students
work that
reflects the
88
when
presen
ted
orally
Topic
The
Objects
around and
relevant to
students'
lives, by
giving the
example of
the
behavior
of
discipline,
caring and
friendly
environme
nt
language elements
Associate
In group work
guided the
students analyze
the text by taking
into account social
function,
expression and
structure of the
text, linguistic
elements
Students obtain
feedback from
teachers and
friends about each
as he had in the
group work
Communicate
Students obtain
feedback from
teachers and
friends of the
resulting work
results or
outcomes of
learning
instruction
text, short
notice,
warning and
caution
89
SYLLABUS
Nama of School : Madrasah Aliyah Attaqwa
Class : XI
Subject : English
Competency Standard : Speaking
Expressing meaning in conversation and interpersonal transactional very simple to interact with the immediate
environment
Basic
Competency
Topic Learning
Activities
Indicator Student’s
Character
Assessment Timing
Learning
Resources
9.1.
Expressing
meaning in
conversation
transactional
(to get things
done) and
interpersonal
(social) is very
simple by
using a variety
of oral
language
accurately,
fluently and
thankful to
interact with
the immediate
environment
Text oral and
written in asking,
accepting and
offering help.
Observe
Students
practice
saying the
phrase asking
for and giving
services
(Asking,
Accepting
and Offering
Help, such as:
Asking for Help
A: Would you
please help me
with my
homework?
Response
B: Sorry, I cannot
right now, I'm
busy
Offering Help
Asked and
answered a variety
of information:
Asking,
Accepting and
Offering Help
Communicative
Diligence
1. Perform the
dialogue with
your friend in
the front of the
class!
2. Listen to the
expression and
respond to it,
example:
Pass me the salt,
please.
3. Create a
dialogue based
on the role cards
and perform it.
2 x 45
minute
Text
book
Internet www.dailyenglis
h.com
90
Can I help you?
Response:
Yes, please
(Accepting)
No, thank you
(Declining)
Question
With the
guidance of
teachers,
students
questioned
the role
played by
using a phrase
that has been
studied.
Explore:
Students are
trying to
actively
interact
among
learners,
between
learners and
teachers in
learning
activities.
91
Associate By working
groups,
students learn
to pronounce
the phrase
(Asking,
Accepting
and Offering
Help).
Communicate
Giving
students the
opportunity to
think,
analyze, solve
problems and
act without
fear.
Basic
Competency
Topic Learning
Activities
Indicator Student’s
Character
Assessment Timing
Learning
Resources
9.2.
Expressing
meaning in
transactional
conversation
(to get things
done) and
interpersonal
(social) is very
simple by
using a variety
Oral and written
text about Asking
and Giving
Opinion
Observation
Students
observe
examples of
phrases
asking and
giving
opinions
Students
practice
saying the
Asked and
answered a variety
of information:
Asking and
Giving Opinion
Respond
interpersonal
Diligence
Communicative
Perform a
dialogue about
asking and
giving opinion
with your own
words!
Create a
dialogue based
on the role
2 x 45
minute
Text
book
Internet www.dailyenglis
h.com
92
of oral
language
accurately,
fluently and
thankful to
interact with
the immediate
environment
that involves
speech acts:
ask and give
opinions
phrase asking
for and giving
opinions
(Asking and
Giving
Opinion),
such as:
Asking for
Opinion
What do you think
of..........?
How do you feel
about........?
Giving Opinion
I think.............
From my point of
view, ...
Question
With the
guidance of
teachers,
students
questioned
about the
vocabulary
and grammar
related to the
topic material
to be
delivered.
cards and
perform it.
93
Explore
Learners form
groups of six
people
Facilitate
learners with
diverse
learning
media
Associate
With the
working
group, the
students learn
to pronounce
the phrase ask
and give
opinions
(Asking and
Giving
Opinion).
Communicate
Two learners
around from
one group to
another group
to present the
results of their
discussions
about asking
and giving
opinions
94
SYLLABUS
Nama of School : Madrasah Aliyah Attaqwa
Class : XI
Subject : English
Competency Standard : Speaking
Expressing meaning in oral functional text and very simple short monologue form of descriptive and procedure for
interaction with the immediate environment
Basic
Competency
Topic Learning
Activities
Indicator Student’s
Character
Assessment Timing
Learning
Resources
10.1. Expressing
meaning
contained in the
oral text is very
simple short
functional by
using a variety of
oral language
accurately,
fluently and
thankful to
interact with the
immediate
environment
Short
Functional
Text:
1.
Announcement
2. Greeting
card
Observation
Students
mimicked the
phrase - a phrase
used in the
conversation
appropriate
material
Question
Students gain
additional
knowledge about
the social
function,
expression and
structure of the
text, linguistic
elements, as well
as writing format
1. Expressing
meaning in short
functional text
form:
- announcement
- Greeting card
2. Announce
something
3. Congratulating
Responsibilit
y
Diligence
Assessment
Criteria
The
achievement
level of the
social function
of the use of
text
The level of
completeness
text structure
The level of
accuracy
oflanguage
elements:
grammar,
vocabulary,
pronunciation,
word stress,
intonation,
4 x 45
menit
Text
book
95
or delivery of a
variety of
sources
Explore
Students use the
phrases that
exists in the
material in
accordance
conversation
with a friend in
pairs
Associate
In group work
guided the
students analyze
the text by taking
into account
social function,
expression and
structure of the
text, linguistic
elements
Communicate
Students obtain
feedback from
teachers and
friends of the
resulting work
spelling and
handwriting
Suitability
writing format
How to Valuate
Observation
Assessment of
responsibility,
caring,
cooperation, and
peace-loving
The accuracy
and suitability
in writing texts
written
announcement
and greeting
cards
Portfolio
A group of
student work
that supports the
process of
writing a text
announcement
and greeting
cards
96
Basic
Competency
Topic Learning
Activities
Indicator Student’s
Character
Assessment Timing
Learning
Resources
10.2. Expressing
meaning in a
short monologue
is very simple to
use variety of
oral language
accurately,
fluently, and
thanks to interact
with the
immediate
environment in
the descriptive
text and
procedure
Monolog text
form:
- Descriptive
- Procedure
1. Listen and respond
to a variety of things
about the descriptive
text and procedure
2. Pay attention to
and respond to the
explanation of
vocabulary and
grammar in text
descriptive
monologue and
procedure of How to
make a cup of tea
3. Discuss the draft
monologue
describing the group
back, conveying the
procedure with his
own words
4. Perform an oral
monologue
individually
1. Disclose
information in the
form of descriptive
text monologue and
procedure
2. Mention the
communicative
functions are heard
3. Mention the
linguistic
characteristics of
the text is heard
4. Perform a
monologue in the
form of descriptive
or procedure
Responsibilit
y
Diligence
1. Describe
something or
someone with your
own words orally in
front of the class
2. Tell your friends
how to do something
(make a cup of tea)
4 x 45
minute
Text
book
97
Furthermore, the teacher believed that simplifying the English syllabus is an
appropriate solution since it is still considering both of aspects of students`
limitation and the principles of teaching and learning.
In summary, the important point in developing English syllabus for students
at eleventh grade of Attaqwa boarding school is how to support English teaching
and learning activities for those students who have limitations in vocabularies and
to make them more comfortable in English teaching and learning activities in
multicultural setting.
3. The teacher teaches speaking to the students based on multicultural setting
There are many materials that are used in language learning-and-teaching
process and Richards (2008, pp. 79 – 80) name three kinds of them important for
CLT: text-based materials (focused on speaking), task-based (games, role-plays,
simulations, jigsaw) and realia (authentic materials in the classrooms –
newspapers, magazines, maps).
Authentic materials are any materials that were not created for teaching-
learning process originally.
g. Authentic audio and audio-visual materials: TV programmes (commercials,
sitcoms, cartoons, news, weather forecast), radio programmes (ads, songs)
h. Authentic visual materials: photographs, pictures from magazines, postcards,
maps
i. Authentic printed materials: newspapers (articles, astrology columns,
horoscopes, sport reports, advice columns), song lyrics, restaurant menus,
tourist information brochures, timetables, cooking recipes.
According to the categorization mentioned above, it may seem that
authentic materials are more compatible with receptive skills, but they can
definitely help to develop productive skills as well. For instance, after a reading
activity, students can comment on the topic and have a discussion about it. They
can also do various speaking activities using realia, such as guessing game,
describing items, narrative stories and so on.
The English materials presented in the teaching and learning process for
the students at eleventh grade of Attaqwa boarding school. the writer has
collected the data which did by observation, analyzed the materials with the
syllabus, lesson plan and the book, and interview with the teacher. In the term
of contents of the materials above the writer used the theories from “Richard
suggests the following qualities each unit in the materials should reflect: gives
learners something they can take away from the lesson, teaches something
98
learners feel they can use.” And Rownee (1997, p.92) said good materials do
many of the things that a teacher would normally do as part of his or her
teaching. They should arise the learner‟s interest” and also “Tomlinson (2003,
p.21) also suggests that good language teaching materials have the
characteristics as materials should achieve impact. From the theories above
we have known that materials should arise the learners‟ interest and achieve
an impact, the teacher has said that it almost appropriate with the theories above.
Because in the syllabus, the purpose of the learning especially in the speaking, it
was mentioned that “Identification of social function, text structure, and the
language substance in interaction text for spoken and written interpersonal
which included the expressions of greeting, leaving, thanking, and
apologizing, also for perceive it suitable with it useful” and in the column of the
learning materials which included in the first item as an social function
(invitation, bullying, personal letter etc) for keep the interpersonal
relationship between teacher and friends.
From the description above, the writer concluded that the materials can
improve the students‟ ability in speaking based on multicultural setting and it
was suitable with the theories and the purpose of the learning especially in
speaking which existed in the syllabus and lesson plan. But in the fact there
were also some students who have the minimize IQ therefore they could not
improve their ability although they have learned English. The students who have
the minimize IQ could not get the purpose of the learning. And for the
students‟ comprehension in learning English, every student has the different IQ
because of the different environment. The students who have the high IQ could
get more knowledge when they have learned English but the students who have
the lower IQ, still could not get more knowledge. Therefore the
learning English back to their ambitions, their supports, and their lives. In
the addition, the writer has gotten the data that the teacher has done the
learning English and all the materials were appropriate with the syllabus,
lesson plan, and the book. And for the contents of the materials, the writer
included that the materials appropriate with the theories from the expert.
Classroom management is the ability to create the conditions for the
teaching-learning process. It includes both actions as well as decisions; all
participants of the teaching-learning process must interact not only with each
other, but also with their environment. There are some areas that fall into the
classroom management:
99
j. Grouping and seating
Forming groupings is essential (students work alone, in pairs or groups, they
can mingle), which is closely connected to arranging and rearranging seating
(it should be done as quickly and quietly as possible). Teachers also must
decide, where they should stand or sit, whether to walk around or take notes.
The most crucial moment is to reform class as a whole group after activities
and be able to smoothly continue in the teaching-learning process.
k. Classroom interaction
This area includes teacher's and student's talk. Obviously, students should be
those who speak more, and teachers can help them by increasing student to
student interaction also through seating arrangement.
l. Activities – important in the whole process of learning-and-teaching, so they
should be prepared properly. Logical connection between the activities is
better than jumping from one subject to another. Students should know, why
they are asked to do particular tasks and what they will learn.
m. Authority
The personality of teachers should be recognizable. They must be able to to
gather and hold students' attention, give orders and requests. However, teacher
should also be friendly, understandable, confident and fair. In other words, teachers
should be human.
n. Critical moments
For fluent and pleasant course of the lesson, teachers must be very good and
skilful at starting and finishing lessons, dealing with unexpected problems
and maintaining appropriate discipline.
o. Tools and techniques
There are many things that can be used throughout the teaching-learning
process, for instance: black/whiteboard (it provides visual input), body
language (using gestures and facial expressions to clarify instructions or
explanations), voice (not only volume and speed, also silence is acceptable in
some occasions).
p. Working with people
Teachers also must have many competences, not only teaching skills. They
should be able to spread their attention evenly and appropriately to all their
students, not only communicate with talkative students. Working with people
at schools is similar to working with people anywhere else. Mainly in this
time, when all the teaching-learning process is learner-centred; students'
feelings and emotions are very important, teachers must be aware of this fact
100
and be able to help them when it is necessary.
The vocabularies which included in the materials is not too difficult to
understand for them. And also can increase the students‟ interest because the
materials including the pictures, therefore the students feel interest to learning
English when they saw the book. And it was appropriate with theory from Rownee
which said good materials do many of the things that a teacher would normally
do as part of his or her teaching. They should arises the learner‟s
interest”The materials also can develop their confident, because from the
materials in the textbook, they would study and understanding it, then they can
practice it in their daily life, and they felt more confidence because they can
speak English, therefore the materials can develop their confidence. It was
appropriate with the theory from Tomlinson which said “Materials should help
learners to development confidence”
101
The materials also can give the students something they can get and
apply in the daily life. The materials in the textbook existed the content
which appropriate with the life. In the end of the learning, the students also can
reflex their achievement when they learned. Therefore they can know which
they understand the materials. It was appropriate with the theory from
Richard “Richard suggests the following qualities each unit in the
materials should reflect: gives learners something they can take away from the
lesson, teaches something learners feel they can use”.
Materials in the textbook also can maximize the students‟
potential cause the materials provide some exercise such as do an
observation and make a reflection for what they learned. It was appropriate with
the theory from Tomlinson which said “Material should maximize learning
potential by intellectual, aesthetic, and emotional involvement that stimulates
both right and left brain activities.
4. The assessment used by the teacher
Assessment is something that occurs in the teaching-learning process and
plays a big role in it. Why is it essential? It has several functions: diagnostic,
motivating, checking and so on. For our purposes the most significant is the
motivating function. How can students be motivated by assessment? Firstly, there
are two different types of assessment:
Formative assessment is used whenever during lessons, it is informal and
unplanned. Teachers do not use it to express students' progress by marks, but they
apply it to encourage them in their work by using facial expressions, body
language or a short feedback. It can be realized during group work, when teachers
have time to observe and evaluate students' work. The most important thing for
teachers is to be positive and praise students for their accomplishments and effort.
Summative assessment, on the other hand, concentrates on the results of
learning. It is formal, planned and it measures students' progress at the end of
some period (at the end of semester, lesson or unit).
So how can teachers' assessment influence students' desire to talk, or even
help to enhance their speaking performances? The essential key here is to apply
formative, which means informal assessment as often as possible to be positive
and make students notice their success and improvement. Positively appraised
students are more motivated to speak and make their learning process more
effective.
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However, we must also include some basic information about oral
performance and examination.
1. Oral performance and examination
Oral examination takes maximally 15 minutes and students also have
twenty minutes to prepare. During the preparation, students are allowed to make
some notes and use them afterwards. It is also permitted to use dictionaries.
Students have a worksheet that specifies instructions of the oral examination. The
worksheet has a unified structure and it has 4 parts:
a. Motivational introduction and students' responds to examiner's questions. These
are related to general topics.
b. Oral performance of students including common topics with the help of their
outline and stimuli (for instance photographs, maps)
c. Oral performance or interaction with regard to specific or technical topics set by
schools themselves.
d. Interaction between students and examiners within common communicative
situations and general topics.
2. Type of tasks
There are two basic types of tasks used, namely open and closed tasks.
Open tasks are the same for both levels; however, only first three of closed tasks
are used for all students.
Open tasks can be divided into:
a. Short answers: students make their own answers, which are very brief and
short, for example numbers, letters, one to three words
b. Wide answers: students make their own answers, which could be consistent
written, oral performance or interaction.
Closed tasks have different forms, such as:
a. Multiple choice selection – according to information from their text, students
choose from more options, mostly there are three or four alternatives,
b. True or false selection – according to information from their text, students
decide whether the given possibilities are true or false,
c. Matching – with the help of their text, students match short parts of the text
(for instance, headlines) from two different groups. There is always just one
correct option.
d. Multiple matching – students work with a few short texts that are marked with
letters as alternatives. Then they match one just one right alternative to one of
the tasks. Each task has just one correct solution. However, some of the
alternatives could be used repeatedly, so they could be a solution to more than
103
one task.
e. Sequencing – students try to sequence some parts of their text into the right
order due to certain rules.
Assessment scale for speaking
How students are assessed and what is necessary for the final mark form
their exam, is listed in the following table. The examiners have to observe several
categories in order to agree on students' marks after their performance. Students
can obtain three, two, one or zero points for each category. All four parts of the
speaking exam are taken into consideration:
Assignment/Content and
performance
Lexical competence Grammatical
competence
Phonological
competence
- students' performances - (specific) vocabulary - the range of - students' speech is correspond with the assignments. is of wide range, it is language means, so fluent that the Their speech is purposeful, clear used correctly including texture addressee and detailed enough - mistakes do not make and structure, is understands perfectly - it is also continuous with a the understanding wide and they are - their pronunciation
3 linear sequence of their thoughts/coherent
difficult/do not disturb the
used correctly - mistakes do not
and intonation is correct and
- communicative strategies are understanding make the natural/effective used adequately and the help of Understanding
the examiners is not necessary difficult/do not
disturb the
understanding
- students' performances mostly - (specific) vocabulary - the range of - students' speech is correspond with the assignments. is mostly of wide language means, so fluent that the Their speech is usually range, usually it is including texture addressee does not purposeful, clear and detailed used correctly and structure, is have to make a lot of Enough - mistakes sometimes mostly wide effort to understand - in most cases their speech is make the - they are used Them
2 continuous with a linear understanding correctly in many - their pronunciation sequence of their difficult/disturb the Cases and intonation is thoughts/coherent understanding - mistakes mostly correct and - communicative strategies are sometimes make the natural/effective mostly used adequately – Understanding
sometimes the help of the difficult/disturb the
examiners is necessary understanding
- students' performances mostly - (specific) vocabulary - the range of - students' speech is do not correspond with the is limited, usually it is language means, so incoherent that the assignments. Their speech is not not used correctly including texture addressee has to usually purposeful, clear and - in most cases, and structure, is make a lot of effort to detailed enough mistakes make the mostly limited understand them - in most cases their speech is understanding - they are not used - their pronunciation
104
1 not continuous with a linear sequence of their
difficult/disturb the understanding
correctly in many cases
is mostly incorrect -their intonation is a
thoughts/coherent - mistakes often little bit - in most cases, communicative make the natural/effective strategies are not used Understanding
Adequately difficult/disturb the
- the help of the examiners is Understanding
required a lot
- the assignment does not - (specific) vocabulary - the range of - students' speech is correspond with students' oral does not cover the language means, so incoherent that the performance despite examiners' adequate range, it is including texture addressee cannot constant help not used correctly and structure, does follow it - mistakes make the not cover the - their pronunciation
0 understanding
difficult/disturb the adequate range - they are not used
makes is difficult to understand
understanding Correctly -their intonation is - mistakes make the unnatural Understanding
difficult/disturb the
Understanding
The communicative approach stresses the needs to teach communicative
competence, rather than linguistic competence that was used before within the
previous methods. Communicative approach is learner-centred, students usually
work in small groups or in pairs and they practise communicative activities. It
also emphasizes the importance of learning to communicate through interaction
in the target language.
Accuracy and fluency are both significant for students' speaking skills. In
accuracy oriented tasks students practise speaking in a controlled way, so they
can show their ability to use their knowledge of the English language. It includes
pronunciation, grammar and phrases. These tasks are often used with beginners to
help them practise in a safe environment and learn how to use the language.
Fluency tasks, on the other hand, are not controlled, students' knowledge of
the language is used freely, the answers are not anticipated, teachers do not know,
what kind of language are students about to use exactly. It develops students'
ability to communicate freely and fluently in a foreign language. The focus is
aimed at the development of speaking sub-skills.
Grammatical competence, represents the knowledge of language as a set of
forms and rules: the grammatical rules, the lexicon, the phonology, spelling,
pronunciation, etc. These rules are very important for language learners and they
give them the ability to produce grammatically or phonologically accurate
sentences.
105
Sociolinguistic competence however, concentration only on grammatical
rules is not sufficient enough. Learners also have to be able to recognize the
situation and differentiate between formal and informal contexts. In other words:
the appropriateness of utterances within different social contexts must be tied to
communicative function, it cannot be isolated.
Strategic competence – it is the ability to get the message across. It is important
to organize the utterances as effectively as possible and be able to prevent the
breakdowns in communication. Another significant element of this competence is
compensation – trying to avoid silence and find a way to get around the word that
is not in our vocabulary range and we are not able to produce. It is also the ability
to use both verbal and non-verbal communication strategies.
Harmer (2007, pp. 87 – 88) provides three basic reasons why speaking
tasks should be included in classrooms. Language that is used in such activities is
encouraging fluency, thus it is not controlled and anticipated at all times, students
use “any and all the language at their command to perform some kind of oral
task.” These reasons are:
Rehearsal – it is a chance for students to practise the conversation in the safe
environment of the classroom, and gives them an opportunity to rehearse some
situations, which they can deal with in real life. For instance, students take a part
in a role-play at an airport check-in desk and the phrases they use may help them
with real-life situations.
Feedback, for students and for teachers as well. Speaking activities where
students use any language they are able to, help them realize the mistakes or
uncertainty they may have. Teachers can see these problems and it also gives
them the feedback on their teaching strategies.
Engagement, students should be motivated by all the speaking activities
and participate fully. It requires a good preparation from teachers and willingness
of students to enjoy these activities.
106
107
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the explanation in all previous chapters, in terms of
teaching English as a foreign language for students at eleventh grade of
Attaqwa boarding school Bekasi, the researcher concluded this research into
several points based on the findings and discussion.
Multicultural education as a vehicle for the development of education
is very important, especially in management education. because this
education involves the activities of parents, principals, teachers, school
physical buildings, teaching-learning process, treatment of students, the
opportunity to engage in group learning activities to compare comparisons of
different cultures in multicultural education.
In Attaqwa boarding school, the English syllabus was developing by
English teacher by adopting the syllabus from government. Regarding with
English materials for students at eleventh grade, teacher got the packet book
as the main reference in delivering English materials. In English delivering
materials, teacher used the lesson plan from government by including
multicultural setting during teaching and learning activities. For this reason,
teacher always gave to the students some vocabularies based on the subject
material which study in the classroom. Moreover, teacher also used several
methods in delivering materials such as lecture method, demonstration
method and giving an assignment for the students. In delivering materials
teacher used media to help students to understand English materials easily.
And the last, the English teacher at Attaqwa boarding school
conducted the evaluation for these students. The kinds of test are made by
the teacher were written test and spoken test for students, written test usually
used in daily test, midterm test and final test. In daily test, the teacher usually
used “fill the blank” form. Whereas, for midterm test and final test, teacher
usually used “multiple choice” form and essays. In addition, teacher
conducted the daily test about two or three times in each semester. In spoken
test, teacher usually gave the issue to the students and they must practice in
front of the class.
108
B. Suggestion
After analyzing the data and conducting the result of the research, the
researcher promoted some suggestions. First, for the English teacher, it is
important to create enjoyable and suitable learning activities. These students
at eleventh grade of Attaqwa boarding school suitable strategies and
appropriate approaches in teaching and learning activities so they can learn
with high motivation, interest and encouragement in order to manage their
difficulties in teaching learning process.
Furthermore, in term of developing English syllabus, the researcher
suggests the teacher to be able to create an actual modification in some
features of English subject which commonly to be a burdensome for
students.
Finally, the further researcher who are interested in carrying out the
similar issue about teaching speaking based on multicultural setting, are
expected to do observation more profoundly on the cognitive and social
behavior of students to observe teachers implementing the curriculum by
developing syllabus and lesson plan.
109
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Appendix 1
INTERVIEW A
(Interview to the headmaster of Senior High School in Attaqwa Boarding
School Bekasi)
Interviewee : Ustzh. Hj. Abidah Noer, MA
Interviewer : Husnul Khotimah (the writer)
Date : 21 November 2017
: The Writer
a. : The headmaster
No. Interviews and Answers
1.
Siapa saja pengelola pondok pesantren Attaqwa ini?
a. Ketua umum : Ustzh. Hj. Atiqoh Noer, MA
b. Kepsek Madrasah Aliyah : Ustzh . Hj. Abidah Noer, MA
c. Kepsek Madrasa Tsanawiyah : Ustzh Mahmudah, Lc
2. Apa visi dan misi pondok pesantren Attaqwa?
a. Visi: Berilmu amaliah beramal ilmiah dengan landasan Al-Qur‟an
dan Sunnah Rasulullah SAW yang diformulasikan dalam kalimat
singkat, ikhlas, berdzikir, berfikir dan beramal.
b. Misi: Membentuk insan shaleh/shalehah yang mampu menegakkan
ajaran islam dalam aspek kehidupannya.
3. Apa saja kegiatan yang diselenggarakan di pondok pesantren
Attaqwa?
a. Kegiatan yang diadakan seperti Maulid Nabi Muhammad SAW, Isra
dan Mi‟raj, Musabaqoh, pameran buku-buku dan keterampilan bakat
para santri dalam upacara 17 Agustus.
4. Apakah percakapan bahasa inggris berjalan di pondok pesantren
Attaqwa?
a. Iya.. karena santri diharuskan berbahasa Arab dan Inggris sesuai
waktu yang ditentukan
114
Appendix 2
INTERVIEW B
(Interview to the English Teacher for Eleventh Grade of Attaqwa Boarding
School Bekasi)
Interviewee : Ms. Aisyaturridho, Lc (the English Teacher for eleventh grade of
Attaqwa Boarding School)
Interviewer : Husnul Khotimah (the writer)
Date : 24 November 2017
: The Writer
b. : The English Teacher
No. Interviews and Answers
1.
Apa pendapat ibu tentang pengajaran Bahasa Inggris di
Indonesia?
a. Pengajaran bahasa inggris sebagai bahasa asing dan dianggap sebagai
bahasa yang perlu diajarkan dalam kegiatan belajar disekolah-
sekolah ataupun pesantren. Dalam hal ini di pondok pesantren
Attaqwa, bahasa inggris tidak digunakan sebagai bahasa pengantar
dalam setiap kegiatan yang berlangsung. Tetapi di Pondok Pesantren
Attaqwa ini bahasa inggris diposisikan sebagai bahasa kedua. Hal ini
berarti bahwa bahasa inggris berusaha diterapkan sebagai bahasa
pengantar dalam kegiatan pembelajaran maupun dalam berbagai
aktifitas di pesantren.
2. Apa pendapat ibu tentang pengajaran speaking berbasis
multibudaya sebagai bagian dari pengajaran bahasa inggris?
a. Belajar bahasa inggris berarti belajar bagaimana cara berkomunikasi
dan juga sambil memahami budaya antar siswa. Untuk itu speaking
menjadi hal yang diberikan porsi lebih, bukan hanya di kelas tetapi
pada kegiatan sehari-hari. Misalnya, dalam kegiatan pengajaran guru
berusaha berbahasa inggris kepada mereka. Apalagi ketika dikelas
115
bahasa inggris digunakan sebagai bahasa pengantar. Pentingnya
pengajaran speaking akan terlihat ketika anak-anak diikutsertakan
dalam perlombaan berbahasa inggris seperti pidato bahasa inggris,
story telling dan debat bahasa inggris. Kemampuan mereka yang
telah terlatih melalui proses pengajaran speaking akan sangat
bermanfaat ketika mengikuti perlombaan tersebut. Oleh karena itu,
input program dan waktu yang lebih bagi pengajaran speaking
menempati porsi yang sang sangat penting di pondok pesantren
Attaqwa.
3. Menurut ibu seberapa pentingnya pengajaran speaking di
pondok pesantren Attaqwa?
a. Pentingnya pengajaran speaking di pondok pesantren attaqwa putri
yaitu: ketika anak dibekali kemampuan speaking maka mereka akan
menguasai kosa kata berbahasa inggris sehingga dapat membantu
mereka untuk bisa mengikuti ujian test bahasa inggris seperti
TOEFL, IELTS dll. Maka dari itu mereka tidak akan menemui
kendala yang berarti ketika mereka akan melanjutkan studi keluar
negeri karena mereka sudah tidak menemui masalah dalam hal
berkomunikasi dengan bahasa inggris. Sebab jika anak-anak pintar
secara akademis tetapi mereka tidak memiliki kemampuan
kemampuan berbahasa inggris yang baik, hal itu akan menjadi
sebuah hambatan yang besar.
b. Kedua, bahan bacaan saat ini banyak sekali yang menggunakan
bahasa inggris. Jika siswa sudah dibekali kemampuan baik speaking
maupun reading yang baik maka mereka tidak akan kesulitan dalam
memahami beragam buku yang berbahasa inggris. Dengan demikian
bisa terlihat pentingnya bahasa inggris sebagai kunci ilmu.
4. Bagaimana seharusnya guru mengajar speaking dikelas?
a. Pengajaran speaking di pondok pesantren Attaqwa, para guru
mampu menciptakan suasana belajar yang aktif, kreatif serta harus
memahami latar belakang budaya yang siswa miliki sehingga
mampu mengembangkan kemampuan berfikir siswanya serta
kesemuanya itu harus dikemas dalama suasana yang menyenangkan.
5. Kesulitan atau hambatan apa saja yang ibu alami ketika dalam
pengajaran speaking?
a. Salah satu hambatan dalam pengajaran speaking adalah adanya
116
berapa siswa yang belum menguasai banyak kosa kata bahasa
inggris sehingga ketika percakapan mereka sulit untuk mengutarakan
dalam bahasa inggris.
6. Bagaimana ibu merancang perencanaan pembelajaran? Apakah
ibu ada waktu khusus untuk membuat perencanaan
pembelajaran?
a. Di awal pembelajaran tahun pelajaran baru, para guru sudah
membuat silabus, Rencana proses pembelajaran (RPP), program
semester (prosem), program tahunan (prota) dan kriteria ketuntasan
minimal (kkm). Kesemuanya itu telah dirancang secara sistematis.
Jadi ketika guru akan mengajar, mereka tinggal melihat silabus yang
ada kemudian dicari kompetensi dasar yang ingin dicapai dari
pengajaran bahasa inggris setelah itu diterapkan sesuai dengan
situasi kelas.
b. Tidak ada waktu khusus dalam pembuatannya karena semuanya
mengacu pada silabus yang telah dirancang sebelumnya. Biasanya
ketika diterapkan dikelas akan terjadi sedikit perubahan dan
penambahan hal baru yang disesuaikan dengan kondisi belajar.
7. Bagaimana ibu mengelola kelas anak agar bisa menjadikan siswa
aktif dalam berbicara bahasa inggris?
a. Masalah pengolahan kelas atau classroom management berkaitan
dengan beberapa hal sebagai berikut:
o Pengaturan tempat duduk: jika proses belajarnya membutuhkan
aktifitas yang banyak bergerak maka meja duduk tidak
digunakan. Sedangkan untuk proses belajar tertentu yang
membutuhkan meja dan bangku seperti proses membaca
(reading) maka meja dan bangku digunakan.
o Pengaturan siswa: terdapat proses peer teaching, dimana siswa
yang kurang mampu secara akademis dikelompokkan dengan
siswa yang pintar. Sedangkan yang takut untuk berbicara maka
akan terus diberi kesempatan lebih untuk berbicara dibandingkan
dengan yang pintar.
o Interaksi dikelas merupakan interaksi bebas, komunikasi datang
dari berbagai sudut baik komunikasi guru dan siswa serta
komunikasi antara siswa dan siswa. Serta guru harus mempunyai
strategi untuk memotivasi siswa sehingga mereka lebih baik dan
berani berbicara didepan kelas.
117
8. Bagaimana ibu memberikan penilaian terhadap hasil belajar
siswa dalam pelajaran bahasa inggris?
a. Jenis penilaian yang saya lakukan sesuai dengan kurikulum 2013
o Sikap spiritual
o Sikap social
o Nilai pengetahuan terdiri dari nilai tugas, ulangan harian,
penilaian tengah semester 1 dan 2 serta penilaian akhir
semester atau penilaian akhir tahun.
o Nilai keterampilan terdiri dari praktek, project, portofolio,
dan product dll.
9. Jenis test apa yang ibu berikan kepada siswa khususnya dalam
pengajaran speaking? Kapan test tersebut diberikan?
a. Jenis test yang digunakan dalam pengajaran speaking adalah Rubrik,
dimana ada lima skill yang dinilai yaitu fluency, pronunciation,
accuracy, understanding dan vocabulary. Penilaian speaking
memang bersifat sangat subjektif. Oleh karena itu, kita berikan skala
penilaian skill tadi. Mengenai kapan waktu diberikan test tersebut,
biasanya di setiap tahapan ulangan dan ujian praktek.
10. Apakah ibu memberikan tugas atau homework kepada siswa?
Dalam bentuk apa tugas tersebut diberikan?
a. Saya paling jarang memberikan homework karena saya menganggap
hal tersebut kurang efektif dalam meningkatkan kemampuan belajar
siswa. Biasanya homework diberikan jika materi nya sudah sering
mengerjakan latihan, agar saya mengetahui seberapa besar
kemampuan siswa dalam memahami materi tersebut. Sedangkan
tugas diberikan didalam kelas dengan mengerjakan latihan – latihan
setelah materi tersebut dijelaskan untuk mengukur pemahaman si
anak pada materi tersebut.
11. Apakah pondok pesantren Attaqwa sudah memberikan fasilitas
yang cukup untuk pengajaran bahasa inggris?
a. Pihak sekolah cukup memfasilitasi kegiatan belajar mengajar bahasa
inggris disini. Sebagai contoh d ruang kelas sudah disediakan
projector, infokus dan speaker. Adanya perpustakaan untuk
membantu siswa dalam mencari tambahan ilmu. Serta tersedia nya
lab bahasa.
118
Appendix 3
INTERVIEW C
(The Vice Principle of Curriculum for Eleventh Grade of Attaqwa Boarding School
Bekasi)
Interviewee : Sumiyati, S.Pd.I (The Vice Principle of Curriculum for Eleventh Grade
of Attaqwa Boarding School)
Interviewer : Husnul Khotimah (the writer)
Date : 24 November 2017
The Writer
a. : The Vice Principle of Curriculum
No Question and Answer
1. Apakah tugas wakil Kepala Bidang Kurikulum di Pondok Pesantren
Attaqwa Putri?
a. Di Tahun pelajaran baru menyusun segala program yang berkaitan dengan
sekolah seperti membuat dokumen 1 Kurikulum Tingkat Satuan Pendidikan
Pondok Pesantren Attaqwa, SK Pembagian Tugas Kegiatan Belajar
Mengajar,program kerja selama 1 tahun, jadwal KBM, kalender pendidikan,
administrasi kelas, administrasi pokok (silabus, RPP, program semester,
program tahunan, kkm), buku penilaian, kegiatan supervise, dan pelaksanaan
penilaian tengah semester dan penilaian akhir semester serta kegiatan akhir
sekolah. manajemen sekolah dengan guru.
2. Bagaimanakah prosedur yang ada di pondok pesantren Attaqwa?
a. Setiap tahun ajaran baru, pondok pesantren attaqwa mengadakan rapat kerja
dengan pimpinan yayasan berkaitan dengan program kerja yang direncanakan
selama 1 tahun beserta anggarannya, kinerja tugas pembinaan terhadap guru,
akan dilihat procedurenya seperti apa, alurnya seperti apa dan dimulai dari
mana dulu dimulainya. Seperti, penginstruksian dari kepala sekolah kepada
saya (bagian kurikulum), lalu saya menyiapkan arahan dan langkah-langkah ke
guru-guru, lalu melihat feedbacknya bagaimana, dan sebagainya.
b. Pondok pesantren Attaqwa mempunyai procedure atau alur kerja yang ada di
setiap wakil kepala bidang dan di musyawarahkan kepada seluruh tenaga
pendiidk dan kependidikan..
c. Kepala Sekolah langsung melihat kepada hasil penilaian guru, bagaimana
penilaian yang didapat lalu apa tindakan selanjutnya (dalam rapat).
119
3. Bagaimanakah menjaga kinerja tenaga pendidik dan kependidikan?
a. Setiap awal tahun pelajaran baru selalu ada rapat kerja terhadap guru dan
karyawan dan menjelaskan tata tertib yang ada di pondok pesantren Attaqwa.
Setiap bulan ada rapat bulanan dengan pihak sekolah maupun yayasan serta
mengevalusi kinerja keseluruhan serta dimasukkan kegiatan pengajian dan
workshop
b. Klo guru, kita mengacu ke kode etik dan tata tertib guru, yang ada di undang-
undang yayasan pondok pesantren Attaqwa
c. Setiap awal tahun ajaran baru setiap guru membuat administrasi pokok, jika
deadline nya sudah habis maka akan mendapatkan surat teguran, klo belum
selesai juga akan diberi waktu beberapa hari, lalu akan mendapatkan surat SP
(surat peringatan) 1, 2 dan seterusnya. Ini berkaitan dengan kedisiplinan
kinerja, yang berimbas kepada penilaian kinerja guru, mungkin nanti nilainya
jadi kurang bagus.
120
Appendix 4
Lembar Observasi
1. Sekolah : Madarasah Aliyah Attaqwa
2. Mata Pelajaran : Bahasa Inggris
3. Hari/Tanggal : Kamis, 15 September 2018
ASPEK YANG DIAMATI
Petunjuk Umum
Berilah tanda () atau nilai pada kolom yang sesuai dengan penilaian anda dan
catatlah hal-hal yang penting yang berhubungan dengan aspek yang diamati pada
kolom keterangan.
1. Tidak baik (0-40)
2. Kurang baik (41-80)
3. Cukup (81-130)
4. Baik (131-160)
5. Sangat baik (161-200)
Lembar Observasi
No Aspek yang diamati 1 2 3 4 5 Keterangan
I. Kegiatan Pembelajaran.
A. Penyusunan Silabus
1. Identitas mata pelajaran atau
tema pelajaran √
2. Standar kompetensi √
3. Kompetensi dasar √
4. Materi pembelajaran √
5. Kegiatan pembelajaran √
6. Indikator pencapaian
Kompetensi √
7. Penilaian √
8. Alokasi waktu √
9. Sumber belajar √
121
B. Penyusunan RPP
10. Identitas mata pelajaran √
11. Standar Kompetensi √
12. Kompetensi Dasar √
13. Indikator pencapaian
Kompetensi √
14.
Kejelasan perumusan tujuan
Pembelajaran(tidak
menimbulkan penafsiran
ganda dan mengandung
perilaku hasil belajar)
√
15.
Pemilihan materi Ajar(sesuai
dengan tujuan dan
karakteristik peserta didik)
√
16.
Pengorganisasian materi ajar
(keruntutan, sistematika,
materi dan kesesuaian
dengan alokasi Waktu),
√
17. Kesesuian penggunaan
metode pembelajaran √
18.
Kejelasan skenario langkah-
langkah Pembelajaran
a) Pendahuluan
b) Inti
c) Penutup
√
19.
Kelengkapan instrumen
Penilaian Hasil Belajar (soal,
kunci, pedoman penskoran)
√
20. Kelengkapan Sumber Belajar √
C. Pelaksanaan Proses
Pembelajaran
21. Mempersiapkan siswa untuk
belajar √
22. Melakukan kegiatan
apersepsi √
23. Menguasai materi
pembelajaran √
122
24.
Mengaitkan materi dengan
pengetahuan lain yang
relavan
√
25.
Menyampaikan materi
dengan jelas, sesuai dengan
hierarki belajar dan
karakteristik siswa
√
26. Mengkaitkan materi dengan
realitas kehidupan √
27.
Melaksanakan pembelajaran
sesuai dengan
kompetensi(tujuan) yang
akan dicapai dan
karakteristik siswa
√
28. Menggunakan media secara
efektif dan efisien √
29. Menghasilkan pesan yang
menarik √
30. Melibatkan siswa dalam
pemanfaatan media √
31.
Menumbuhkan partisipasi
aktif siswa dalam
pembelajaran
√
32. Menunjukkan sikap terbuka
terhadap respon siswa √
33.
Menumbuhkan keceriaan dan
antusiasme siswa dalam
belajar
√
34. Memantau kemajuan belajar
selama proses √
35.
Menggunakan bahasa lisan
dan tuliasan secara jelas, baik
dan benar
√
36. Menyampaikan pesan dengan
gaya yang sesuai √
37. Melakukan refleksi atau
membuat rangkuman dengan √
123
melibatkan siswa
38.
Melakukan penilaian akhir
sesuai dengan kompetensi
(tujuan)
√
39.
Melakukan tindak lanjut
dengan memberikan arahan,
kegiatan, atau tugas sebagai
bagian remedi/pengayaan
√
40. ……………………………
….
Total 165 = Sangat Baik
124
Appendix 5
1. Kabupaten : Bekasi
2. Sekolah : Madrasah Aliyah Attaqwa
3. Mata Pelajaran : Bahasa Inggris
4. Hari/Tanggal : Kamis, 15 September 2017
Hasil Observasi
No Komponen yang
dianalisis Aspek yang disupervisi
Hasil penilaian
1 2 3 4 5
1. Tahap sebelum
observasi
Contoh:
1. Persiapan mengajar yang
disiapkan
2. Konsep yang akan dibahas
3. Tujuan yang akan dicapai
√
√
√
2. Tahap
pelaksanaan
observasi
4. Langkah-langkah penyajian
5. Pemanfaatan media
6. Proses interaksi
7. Kejelasan konsep
8. Tingkat keberhasilan
9. Penggunaan media
10. Efektivitas interaksi
√
√
√
√
√
√
√
3. Tahap sesudah
observasi
11. Kesan-kesan penampilan
12. Kemampuan mengidentifikasi
ketrampilan yang sudah baik
13. Kemampuan mengidentifikasi
ketrampilan yang belum berhasil
14. Diskusi tentang gagasan-gagasan
alternative
√
√
√
√
4. Dan seterusnya 15. …………………..
20. ………………………..
Jumlah
Rata-rata
125
Rentang Penilaian
1. Tidak baik (0-40) 2. Kurang baik (41-54) 3. Cukup (55-74) 4. Baik (75-90) 5. Sangat baik (91-100)
126
Appendix 6
INSTRUMEN PERENCANAAN KEGIATAN PEMBELAJARAN
1. Nama Guru : Ustadzah AIsyaturridho, Lc
2. Sekolah : Madrasah Aliyah Attaqwa
3. Kelas, Semester : XI/1
4. Identitas Mata pelajaran : Bahasa Inggris
5. Hari tanggal : Kamis, 15 September 2017
No URAIAN KEGIATAN KRITERIA NILAI
1 2 3 4
1. Menentukan identitas mata pelajaran √
2. Menentukan standar Kompetensi √
3. Menentukan kompetensi dasar √
4. Menentukan indikator pencapaian kompetensi √
5. Menentukan tujuan pembelajaran √
6. Menentukan materi ajar √
7. Menentukan alokasi waktu √
8. Menentukan metode pembelajaran √
9. Menentukan kegiatan pembelajaran √
10. Menentukan penilaian hasil belajar √
11. Menentukan sumber belajar √
Jumlah NILAI RIIL = 38
Jumlah NILAI IDEAL = 44 KLASIFIKASI
……………………. Nilai PERSENTASI = 86%
SARAN PEMBINAAN :
………………………………………………
………………………………...
Bekasi, 15 September 2017
Guru Mata Pelajaran
Ustadzah Aisyaturridho, Lc
C : Cukup : 26% - 55%
A : Baik Sekali : 76% - 100%
B : Baik : 56% - 75%
D : Kurang : 0% - 25%
127
Appendix 7
INSTRUMEN SUPERVISI KUNJUNGAN KELAS
OBSERVASI PROSES PEMBELAJARAN
1. Nama Guru : Ustadzah Aisyaturridho, Lc
2. Sekolah : Madrasah Aliyah Attaqwa
3. Kelas, Semester : XI/1
4. Identitas Mata pelajaran : Bahasa Inggris
5. Hari tanggal : Kamis, 15 September 2017
No URAIAN KEGIATAN KRITERIA NILAI
1 2 3 4
1. Menjelaskan tujuan dan kompetensi dasar √
2. Menyampaikan cakupan materi dan uraian kegiatan
sesuai dengan silabus
√
3. Menjelaskan isi kegiatan kepada siswa/langkah
kegiatan
√
4. Menggunakan ekspresi dalam berkomunikasi
dengan siswa
√
5. Menggunakan respon siswa dalam
menyelenggarakan kegiatan
√
6. Menggunakan media dan alat pembelajaran yang
sesuai dengan tujuan
√
7. Menyelenggarakan kegiatan dengan urutan yang
logis
√
8. Menggunakan berbagai metode dalam menjelaskan
isi kegiatan
√
9. Membimbing siswa dalam mengikuti kegiatan
secara individual maupun kelompok
√
10.
Memberikan banyak kesempatan kepada siswa
untuk berpartisipasi dalam kegiatan yang
dilaksanakan
√
11. Memberikan penguatan kepada siswa √
128
12. Melaksanakan penilaian selama kegiatan
berlangsung
√
13. Menutup kegiatan dengan tepat √
14. Memberikan tugas/PR √
Jumlah NILAI RIIL = 49
Jumlah NILAI IDEAL = 56 KLASIFIKASI
A= Baik Sekali Nilai PERSENTASI = 88%
A : Baik Sekali : 76% - 100%
B : Baik : 56% - 75%
C : Cukup : 26% - 55%
D : Kurang : 0% - 25%
129
Appendix 8
INSTRUMEN KUNJUNGAN KELAS
OBSERVASI PERFORMANSI GURU
Nama Guru : Ustadzah Aisyaturridho, Lc
Kelas : XI/1
Identitas Mata Pelajaran : Bahasa Inggris
Waktu : 08.30 – 10.00
Hari tanggal : Kamis, 15 September 2017
No URAIAN KEGIATAN Kriteria Penilaian
1 2 3 4
1. Persiapan dan apersepsi √
2. Relevansi materi dengan tujuan pembelajaran √
3. Penguasaan materi √
4. Strategi √
5. Metode √
6. Media √
7. Manajemen kelas √
8. Pemberian motivasi kepada siswa √
9. Nada dan suara √
10 Penggunaan Bahasa √
11 Gaya dan sikap perilaku √
Jumlah NILAI RIIL = 40
Jumlah NILAI IDEAL = 44 KLASIFIKASI
A = Baik Sekali Nilai PERSENTASI = 91%
Saran Pembinaan
..........................................................................
................................................
..........................................................................
................................................
A : Baik Sekali : 76% - 100%
11100% B : Baik : 56% - 75%
C : Cukup : 26% - 55%
D : Kurang : 0% - 25%
130
Appendix 9 Photo